Agencia epistémica tecnológica en la educación universitaria frente a los retos de la inteligencia artificial
Palabras clave:
Agencia epistémica tecnológica, Inteligencia Artificial, Educación universitariaResumen
El uso de la Inteligencia Artificial (IA) en la educación universitaria plantea diversos desafíos, cuyos efectos, tanto positivos y negativos, todavía son objeto de debate. Este artículo presenta un ensayo teórico basado en una revisión de literatura científica reciente sobre el papel de la agencia, la Inteligencia Artificial (IA) y la educación. A partir de dicha información se propone un marco conceptual dividido en tres partes: la concepción de la ia como continuo de una evolución cultural tecnológica, los retos que plantea la IA en el campo educativo y, por último, la propuesta de una agencia epistémica tecnológica (AET) como una capacidad cognitiva clave para fomentar, en estudiantes y docentes, un papel activo y crítico como usuarios de la Inteligencia Artificial en la Educación (AIED).
Citas
Ahmad, S. F., Han, H., Alam, M. M., Rehmat, M. K., Irshad, M., Arraño-Muñoz, M., & Ariza-Montes, A. (2023). Impact of artificial intelligence on human loss in decision making, laziness and safety in education. Humanities and Social Sciences Communications, 10, 311, 1-14. https://doi.org/10.1057/ s41599-023-01787-8
Alonso-Prieto, V., Dimitriadis, Y., Villagrá-Sobrino, S. L., Ortega-Arranz, A., Topali, P., & Martínez-Monés, A. (2025). Exploring how teacher agency unfolds within the co-design of a smart learning environment-supported learning activity: A case study. Journal of Information Technology Education: Research, 24, Article 34. https://doi.org/10.28945/5615
Ariel, L., & Hayak, M. (2025). The paradox of ai in ESL instruction: Between inno- vation and oppression. Educational Theory, 75(4), 646–660. https://doi. org/10.1111/edth.70034
Avello, D., & Aranguren Zurita, S. (2025). Exploring the nexus of academic inte- grity and artificial intelligence in higher education: A bibliometric analysis. International Journal for Educational Integrity, 21(1), Article 24. https://doi. org/10.1007/s40979-025-00140-2
Binford, L. R. (1962). Archaeology as anthropology. American Antiquity, 28(2), 217–225. https://doi.org/10.2307/278380
Center for Humane Technology. (2023, 5 de abril). The ai Dilemma - March 9, 2023 [Video]. YouTube. https://www.youtube.com/watch?v=xoVJKj8lcNQ
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. ieee Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Creely, E., & Carabott, K. (2025). Teaching and learning with AI: An Integrated AI-Oriented Pedagogical Model. The Australian Educational Researcher, 52(6), 4633–4654. https://doi.org/10.1007/s13384-025-00913-6
Essien, A., Salami, A., Ajala, O., Adebisi, B., Shodiya, A., & Essien, G. (2024). Exploring socio-cultural influences on generative ai engagement in Nigerian higher education: An activity theory analysis. Smart Learning Environ- ments, 11(1), Article 63. https://doi.org/10.1186/s40561-024-00286-0
García-Martínez, I., Fernández-Batanero, J. M., Fernández-Cerero, J., & León, S. P. (2023). Analysing the impact of artificial intelligence and computational sciences on student performance: Systematic review and meta-analysis. Journal of New Approaches in Educational Research, 12(1), 171–197. https://doi.org/10.7821/naer.2023.1.1240
Heidegger, M. (2014). La pregunta por la técnica. En M. Heidegger, Conferencias y artículos (pp. 9–37). El Serbal.
Ingold, T. (2000). The perception of the environment: Essays on livelihood, dwelling and skill. Routledge.
Ibarra-Sáiz, M. S., Gómez-Ruiz, M. Á., Balderas, A., & Rodríguez-Gómez, G. (2025). Improving learning through evaluative judgement and feedback using a technology-enhanced assessment environment. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-025-09858-2
Ivanov, S. (2023). The dark side of artificial intelligence in higher education. The Service Industries Journal, 43(15-16), 1055–1082. https://doi.org/10.1080/ 02642069.2023.2258799
Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New era of artificial inte- lligence in education: Towards a sustainable multifaceted revolution. Sustai- nability, 15(16), 12451. https://doi.org/10.3390/su151612451
Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X. H., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an ai Assistant for Essay Writing Task. arXiv. https://doi.org/10.48550/arXiv.2506.08872
Kovari, A. (2025). Ethical use of ChatGPT in education—Best practices to combat ai-induced plagiarism. Frontiers in Education 9, 1465703. https://doi. org/10.3389/feduc.2024.1465703
Lai, T., Xie, C., Ruan, M., Wang, Z., Lu, H., & Fu, S. (2023). Influence of artificial intelligence in education on adolescents’ social adaptability: The mediatory role of social support. PLOS One, 18(3), e0283170. https://doi.org/10.1371/ journal.pone.0283170
Lan, M., & Zhou, X. (2025). A qualitative systematic review on ai-empowered self-regulated learning in higher education. npj Science of Learning, 10(1), 21. https://doi.org/10.1038/s41539-025-00319-0
Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford University Press. https://doi.org/10.1093/oso/9780199256044.001.0001
Lemonnier, P. (1992). Elements for an anthropology of technology. University of Michigan Museum of Anthropological Archaeology. https://doi.org/10.3998/mpub.11396246
Leroi-Gourhan, A. (1971). Évolution et techniques: L’homme et la matière. Éditions Albin Michel.
Montemayor, C. (2023). The prospect of a humanitarian artificial intelligence: Agency and value alignment. Bloomsbury Academic.
Nishikawa-Pacher, A. (2022). Research Questions with pico: A Universal Mnemonic. Publications, 10(3), 21. https://doi.org/10.3390/publications10030021
Nykonenko, A. (2023). The impact of artificial intelligence on modern education: Prospects and challenges. Artificial Intelligence, (2), 10–15. https://doi.org/10.15407/jai2023.02.010
Olson, D. (2015). A case for epistemic agency. Logos & Episteme, 6(4), 449–474. https://doi.org/10.5840/logos-episteme20156435
Ortega y Gasset, J. (2004). Meditación de la técnica y otros ensayos sobre ciencia y filosofía. Alianza Editorial.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2022). Recomendación sobre la ética de la inteligencia artificial [documento SHS/BIO/PI/2021/1]. https://unesdoc.unesco.org/ark:/48223/pf0000381137_spa
Paek, S., & Kim, N. (2021). Analysis of worldwide research trends on the impact of artificial intelligence in education. Sustainability, 13(14), 7941. https://doi.org/10.3390/su13147941
Perkins, M. (2023). Academic Integrity considerations of ai Large Language Models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2), 07 1–24. https://doi.org/10.53761/1.20.02.07
Russell, S., & Norvig, P. (2020). Artificial intelligence: A modern approach (4.a ed.). Pearson.
Săseanu, A. S., Gogonea, R. M., & Ghiţă, S. I. (2024). The social impact of using artificial intelligence in education. Amfiteatru Economic, 26(65), 89–105. https://doi.org/10.24818/EA/2024/65/89
Shahzad, M. F., Xu, S., & Javed, I. (2024). ChatGPT awareness, acceptance, and adoption in higher education: The role of trust as a cornerstone. International Journal of Educational Technology in Higher Education, 21, 46, 1-26. https://doi.org/10.1186/s41239-024-00478-x
Shanmugasundaram, M., & Tamilarasu, A. (2023). The impact of digital technology, social media, and artificial intelligence on cognitive functions: a review. Frontiers in Cognition, 2, 1203077. https://doi.org/10.3389/fcogn.2023.1203077 Simon, H. A. (1971). Designing organizations for an information-rich world. En M. Greenberger (Ed.), Computers, communications, and the public interest (pp. 37–72). The Johns Hopkins Press.
Sina, E., Buck, C., Ahrens, W., Coumans, J. M., Eiben, G., Formisano, A., Lissner, L., Mazur, A., Michels, N., Molnar, D., Moreno, L. A., Pala, V., Pohlabeln, H., Reisch L., Tornaritis, M., Veidebaum, T., Hebestreit, A., & I. Family Consor- tium. (2023). Digital media exposure and cognitive functioning in Euro- pean children and adolescents of the I. Family study. Scientific Reports, 13, 18855. https://doi.org/10.1038/s41598-023-45944-0
Slimi, Z. (2023). The impact of artificial intelligence on higher education: An empirical study. European Journal of Educational Sciences, 10(1), 17–33. https://doi.org/10.19044/ejes.v10no1a17
Topali, P., Haelermans, C., Molenaar, I., & Segers, E. (2025). Pedagogical conside- rations in the automation era: A systematic literature review of aied in K-12 authentic settings. British Educational Research Journal. Advance online publication. https://doi.org/10.1002/berj.4200
Turková, K., Krásničan, V., Prázová, I., Turčínek, P., & Foltýnek, T. (2025). Adapting to the future: The use of ai tools and applications in university education and a call for transparent rules and guidelines. International Journal for Educational Integrity, 21(1), Article 29. https://doi.org/10.1007/s40979-025- 00145-x
Wilmer, H. H., Sherman, L. E., & Chein, J. M. (2017). Smartphones and cogni- tion: A review of research exploring the links between mobile technology habits and cognitive functioning. Frontiers in Psychology, 8. https://doi. org/10.3389/fpsyg.2017.00605
Zuboff, S. (2019). The age of surveillance capitalism: The fight for a human future at the new frontier of power. PublicAffairs.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Reencuentro. Análisis de problemas universitarios
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
