Inteligencia Artificial Generativa y Aprendizaje Autorregulado en Educación Superior: Una Revisión Narrativa

Soto Gonzáles    Janeth Rosio; Palomino,     Mercedes O.; Rodríguez     Velásquez, Verónica; Demanuel Cencia    Elva Edith; Reyes, Víctor    Manuel

doi:10.47606/ACVEN/PH0523

Autores/as

Soto Gonzáles, Janeth Rosio Escuela de Educación Superior Pedagógica Pública. Perú https://orcid.org/0000-0001-5990-3907
Palomino, Mercedes O. Escuela de Educación Superior Pedagógica Pública. Perú https://orcid.org/0000-0002-8400-7239
Rodríguez Velásquez, Verónica Escuela de Educación Superior Pedagógica Pública. Perú https://orcid.org/0000-0002-8605-4944
Demanuel Cencia, Elva Edith Escuela de Educación Superior Pedagógica Pública. Perú https://orcid.org/0009-0003-8543-0199
Reyes, Víctor Manuel Universidad Nacional Mayor de San Marcos. Perú https://orcid.org/0000-0002-8336-0444

DOI:

https://doi.org/10.47606/ACVEN/PH0523

Palabras clave:

aprendizaje autorregulado, inteligencia artificial generativa, educación superior, mediación pedagógica

Resumen

La irrupción de la inteligencia artificial generativa (IAG) en la educación superior abre una de las diatribas más fecundas de la pedagogía contemporánea centrada en¿puede una herramienta que produce respuestas elaboradas de forma automática contribuir a que los estudiantes aprendan a aprender con mayor profundidad y autonomía? Este trabajo basado en una revisión narrativa aborda esta pregunta a partir de 35 fuentes académicas indexadas, organizadas en cinco categorías temáticas que abarcan desde los fundamentos teóricos del aprendizaje autorregulado (ARL) hasta la evidencia empírica más reciente sobre el impacto de herramientas como ChatGPT en los procesos metacognitivos de los estudiantes de la educación superior. El análisis reveló una paradoja central donde la IAG posee un potencial genuino para fortalecer el monitoreo y la autoevaluación del aprendizaje cuando el uso es activo y estratégico, pero puede diluir la planificación autónoma y el pensamiento crítico cuando el estudiante adopta un patrón de uso pasivo o dependiente. Se identificaron cinco vacíos críticos en la literatura que son la ausencia de estudios longitudinales, la carencia de instrumentos adaptados a contextos de IAG, una precaria investigación latinoamericana, el papel no examinado del docente como mediador y el riesgo de dependencia cognitiva, que configuran una agenda de investigación urgente. Se considera que la integración de la IAG en la formación inicial docente exige un diseño pedagógico que coloque la agencia metacognitiva del estudiante como criterio rector.

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