Fundamentos de la inteligencia artificial generativa en educación: una revisión sistemática de literatura

Lina Alejandra Castro Rojas; Juddy Tatiana Vargas Santofimio; Yois Smith Pascuas Rengifo

doi:10.18359/ravi.8284

Lina Alejandra Castro Rojas Universidad de la Amazonia (Colombia) https://orcid.org/0009-0000-8200-6235
Juddy Tatiana Vargas Santofimio Universidad de la Amazonia (Colombia) https://orcid.org/0009-0002-1293-7338
Yois Smith Pascuas Rengifo Universidad de la Amazonia (Colombia) https://orcid.org/0000-0001-6241-3247

Palabras clave: inteligencia artificial, tecnología educativa, educación superior, desarrollo sostenible, formación del personal docente

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Resumen

La forma de enseñar y aprender en la ingeniería la está revolucionando la inteligencia artificial generativa (IAG). Su notable capacidad de motivación, de generar contenido específico y de atender preguntas inmediatamente ha sido un atractivo para educadores, investigadores y administradores de instituciones educativas; sin embargo, su implementación presenta frecuentemente problemas éticos, de infraestructura y de formación del personal docente. El artículo desarrolla los fundamentos teóricos de la IAG y sus efectos en la personalización del aprendizaje, en el diseño de elementos curriculares y en la capacitación de los docentes. La investigación se llevó a cabo mediante una revisión sistemática de literatura, siguiendo el esquema preferred reporting items for systematic meta-analyses (PRISMA). Inicialmente se localizaron 5673 documentos en Scopus, de los cuales se seleccionaron los 47 artículos más relevantes dentro del rango cronológico de 2021-2024. El estudio integró las plataformas Bibliometrix y Rayyan, con el propósito de analizar modelos temáticos, líneas de literatura y metodologías. Los resultados muestran que la IAG permite la creación de sistemas educativos más centrados en el estudiante, promueve la autorregulación del aprendizaje y ofrece nuevas posibilidades en áreas creativas. No obstante, también exige un cambio en las estrategias de formación docente, al orientarla al desarrollo de competencias técnicas, éticas y críticas. Se concluye que, si bien la IAG representa una oportunidad transformadora, su éxito depende de una implementación pedagógica bien orientada, equitativa y sostenida por políticas educativas responsables.

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Castro Rojas, L. A., Vargas Santofimio, J. T., & Pascuas Rengifo, Y. S. (2026). Fundamentos de la inteligencia artificial generativa en educación: una revisión sistemática de literatura. Academia Y Virtualidad, 19(2). https://doi.org/10.18359/ravi.8284

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