Ixaya. Revista Universitaria de Desarrollo Social. 29 de Agosto del 2025

La Inteligencia Artificial como herramienta para el desarrollo de habilidades blandas en Ciencias Sociales.

Claudia Ávila González — Fri, 29 Aug 2025 00:00:00 -0600

To contrast the importance of using AI among students in their own learning process and collaborative construction of knowledge, this innovative experience of applying Artificial Intelligence in the instructional design of the Social Education course is presented, to promote critical thinking and strengthen the soft skills of the Social Development Manager profile.

A comparative case study was carried out between students enrolled in the Social Education subject in 2022 (who did not implement AI) and those in 2024 (who have briefly used it). It uses autoethnography as a qualitative approach to analyze the self-perception of students in collaborative learning. Using some AI platforms, the appropriation of the content, the development of soft skills and the critical analysis carried out were evaluated, comparing that assisted by AI and that arising from the learning community itself.

The conclusions show that using AI offers optimization of the time dedicated to mechanical tasks, typical of the first levels of Bloom's taxonomy, while building knowledge collaboratively (without AI) contributes to the levels of creative and evaluative application of the topics.

Percepción de la calidad del servicio de ChatGPT como tecnología educativa: un análisis SERVQUAL con estudiantes universitarios de Mérida Yucatán.

Dr. Roberto Castaneda — Fri, 29 Aug 2025 00:00:00 -0600

This study examines university students' satisfaction with ChatGPT as an educational tool, applying the SERVQUAL model to assess service quality across its five key dimensions: tangibility, reliability, responsiveness, assurance, and empathy. Using a quantitative approach, data were collected through an online survey distributed to a representative sample of students across various disciplines. The results reveal a predominantly positive evaluation, highlighting the platform's usability, ability to provide immediate responses, and adaptability to different learning styles. However, significant concerns persist, particularly regarding the accuracy of generated information and the protection of personal data. Additionally, some participants expressed doubts about ChatGPT's ability to replace human interaction in complex educational processes. The study concludes with recommendations for optimizing the use of this technology in academic settings, emphasizing the need to complement its implementation with content verification strategies and digital literacy training. These findings provide relevant evidence for future research on artificial intelligence applied to higher education.

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Wilson Fernando Agudelo Ibarra, Español — Fri, 29 Aug 2025 00:00:00 -0600

This research aims to analyze the development of digital competencies for citizenship in the flexible post-primary education model at the Santa Teresita de Sopetrán Normal School in Sopetrán, Antioquia, Colombia. Using a qualitative approach, semi-structured interviews, field diaries, and rubrics are used to examine rural students' perceptions of the integration of technological and digital media for rural education and how the impact on citizenship competencies promotes peacebuilding. The findings show that, through the collaborative use of digital media, students not only develop technical skills but also digital competencies for citizenship, key to promoting reconciliation and a culture of peace in a rural environment marked by violence and social inequality. Despite the challenges in technological infrastructure and connectivity, the immersion of TIC media in this educational context strengthens collective and collaborative learning that fosters critical awareness of human and social development in rural Colombia.

Empoderamiento de la Inteligencia Artificial para el desarrollo de las competencias investigativas del profesor universitario.

Zulay del Valle Calderón Carrero — Fri, 29 Aug 2025 00:00:00 -0600

Resumen

La integración de la Inteligencia Artificial (IA) en la educación superior está transformando el papel del docente universitario como agente de conocimiento y facilitador del aprendizaje. En este contexto, el empoderamiento de la IA en el desarrollo de las competencias investigativas del profesor universitario presenta oportunidades significativas para la mejora continua de la calidad educativa y la excelencia en la investigación. El presente estudio tiene como objetivo promover el empoderamiento de la Inteligencia Artificial (IA) para el desarrollo de las competencias investigativas de los profesores universitarios. La metodología aplicada esta ajustada desde el enfoque cualitativo apoyada en una investigación acción participante. Se tomo como informantes claves 5 profesores universitarios y se aplicó una entrevista semiestructurada para la obtención de la información. Para el análisis de la información se utilizó el programa QDA miner lite. Entre los resultados más importantes se destaca que la IA puede mejorar la eficiencia de la investigación en el ámbito universitario mediante la automatización de la gestión, presentación de información, la obtención de la misma en menor tiempo, la maximización de recursos y resultados en investigación.

Palabras claves: Inteligencia artificial; competencias; profesor universitario; Habilidades investigativas.

Análisis bibliométrico sobre la evaluación del aprendizaje con IA.

Janeth Yadira Rodríguez Galván — Fri, 29 Aug 2025 00:00:00 -0600

The objective of this research is to evaluate the impact of artificial intelligence (AI) on learning outcomes in education through a bibliometric analysis of the literature in Web of Science. The study identifies emerging trends, influential authors, leading institutions, and key thematic areas related to the integration of AI in education. Tools such as VOSviewer, Tree of Science, and Sci2 Tool were used to map networks of co-citation, co-authorship, and keyword co-occurrence, visualizing connections and collaboration patterns among researchers in this field. The results show that research on AI and education is rapidly growing. There is a notable focus on topics such as personalized learning, automated assessment, and the development of digital competencies, reflecting an interdisciplinary approach to the use of advanced technologies. One limitation is the study's reliance on a single database and its focus on a specific category, which could bias the results. Future studies should expand the use of various databases and explore more thematic areas to provide a more comprehensive view of AI's impact on education.

De dispositivos inteligentes a comunidades inteligentes

Andres Rico — Fri, 29 Aug 2025 00:00:00 -0600

El progreso tecnológico ha impulsado avances notables en productividad, esperanza de vida y bienestar general, sin embargo, la historia muestra que las innovaciones mal gestionadas pueden conducir a daños sociales significativos, como el aumento de la desigualdad, la explotación laboral y la degradación ambiental. El potencial transformador de la inteligencia artificial (IA) subraya la necesidad de un cambio de paradigma: de centrarnos únicamente en dispositivos inteligentes a priorizar comunidades empoderadas. Lograr una IA equitativa, sostenible e inclusiva requiere integrar los avances técnicos con marcos sociales e institucionales. Este artículo explora tres preguntas clave: ¿Cómo podemos aprender sobre la IA? ¿Cómo podemos aprender con la IA? ¿Y cómo podemos colaborar con la IA? Al democratizar el conocimiento de la IA, permitir el empoderamiento humano y fomentar la colaboración entre los sistemas inteligentes y la sociedad, podemos guiar el desarrollo de la IA hacia el bienestar colectivo y los resultados sociales, económicos y ambientales deseables.

Impacto de la inteligencia artificial en la enseñanza de la Física

Ayax Santos Guevara, Osvaldo Aquines Gutiérrez, Humberto Martínez Huerta — Fri, 29 Aug 2025 00:00:00 -0600

Integrating artificial intelligence (AI) in education has opened new possibilities for teaching and learning complex disciplines such as physics. This paper will focus on a comprehensive review of the literature on the impact of AI on physics education, highlighting the main trends, innovations, and challenges that have emerged in this field. The results of several studies examining how AI technologies, such as machine learning, intelligent tutoring systems, and virtual simulations, are transforming the way physics concepts are taught and learned will be presented. The benefits and challenges of these technologies will be discussed, including personalization of learning, improved conceptual understanding, and the ability of students to apply physical theories to real-world situations; as well as the need for teacher training, adaptation of educational content, and ethical concerns related to the use of AI in academic settings.

Los cuerpos en las prácticas educativas/formativas digitales en instituciones educativas de Medellín.

Fri, 29 Aug 2025 00:00:00 -0600

The study served the purpose of problematizing by mapping the tensions that occur in the interactions of human and non-human bodies in digital educational practices, accompanied by the research question about the tensions that occur in the interactions of bodies in cyberculture. The methodological design of the research was based on the principles of the netnographic method, through the recording of experiences. The theoretical perspectives of the study are based on cultural practices defined as the interactions that occur on the network; digital education focused on educational practices, the relationship with electronic devices, artificial intelligence, and social networks; and the interactions of bodies in the transit through digital educational practices. By recomposing trajectories, research results were evidenced suggesting that bodies in interaction with technologies create a new dimension of existence that challenges traditional notions of the body; finally, expanded bodies navigating cyberculture go beyond their materiality by expanding their expressive capacities through performative language.

El desarrollo de competencias digitales en la educación y el apoyo de la Inteligencia Artificial (IA).

MARTHA SUSANA HERNANDEZ LARIOS — Fri, 29 Aug 2025 00:00:00 -0600

El desarrollo de competencias digitales en la educación es esencial en la era digital, permitiendo a los estudiantes adaptarse a los cambios tecnológicos y mejorar su desempeño académico. La inteligencia artificial (IA), ha emergido como una herramienta clave para potenciar estas competencias, facilitando el aprendizaje personalizado y la optimización de procesos educativos. Este artículo analiza el impacto del uso de la IA en la adquisición de competencias digitales, destacando sus beneficios y desafíos en el ámbito educativo.

Un libro para comprender y transformar la educación

Claudia Ávila González — Fri, 29 Aug 2025 00:00:00 -0600

“Tendencias de la Inteligencia Artificial en Educación” es una obra colectiva, coordinada por Marisol Luna Rizo, Marco Tulio Daza Ramírez y Jorge Lozoya Arandia, que invita a reflexionar y actuar frente a la revolución educativa impulsada por la Inteligencia Artificial (IA). Publicado por la Universidad de Guadalajara en 2024, el libro se presenta como un recurso imprescindible para docentes, investigadores y estudiantes interesados en el presente
y futuro de la educación.