Uso pedagógico de la inteligencia artificial generativa y desarrollo del pensamiento crítico en estudiantes universitarios
DOI:
https://doi.org/10.55204/pcc.v6i2.e175Keywords:
inteligencia artificial generativa; pensamiento crítico; educación superior; autonomía intelectual; mediación pedagógica.Abstract
La incorporación de la inteligencia artificial generativa en la educación superior plantea nuevas oportunidades y desafíos para el desarrollo del pensamiento crítico en estudiantes universitarios. El objetivo de esta investigación fue analizar la relación entre el uso pedagógico de estas tecnologías y el fortalecimiento de habilidades cognitivas vinculadas con el análisis, la argumentación, la reflexión y la autonomía intelectual. Se desarrolló una revisión sistematizada de la literatura científica, con enfoque cualitativo y alcance descriptivo-analítico, siguiendo las orientaciones de PRISMA 2020. La síntesis temática de las investigaciones examinadas permitió identificar cuatro dimensiones fundamentales: desarrollo de habilidades cognitivas, mediación pedagógica, dependencia tecnológica y autorregulación del aprendizaje. Los hallazgos sugieren que la inteligencia artificial generativa puede favorecer el pensamiento crítico cuando se utiliza para contrastar información, evaluar argumentos y construir conocimientos propios. Sin embargo, su uso pasivo puede incrementar la dependencia tecnológica y reducir el esfuerzo cognitivo. Se concluye que su potencial educativo depende de una integración pedagógica intencional que preserve el protagonismo intelectual del estudiante y promueva aprendizajes reflexivos, autónomos y responsables en contextos universitarios contemporáneos.
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