Revisión Sistemática sobre la Inteligencia Artificial Generativa y Aprendizaje Autorregulado en Educación Superior
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https://doi.org/10.70881/hnj/v4/n1/108Palabras clave:
inteligencia artificial generativa, aprendizaje autorregulado, educación superior, metacognición, andamiaje adaptativoResumen
La inteligencia artificial generativa ha transformado profundamente la educación superior desde el lanzamiento de ChatGPT en noviembre de 2022, generando tanto oportunidades como riesgos para el desarrollo de competencias de aprendizaje autónomo. La relación entre estas herramientas y la capacidad de los estudiantes para planificar, monitorear y regular sus propios procesos cognitivos es compleja y dependiente del diseño pedagógico: mientras un andamiaje instruccional estructurado potencia la planificación estratégica y el control metacognitivo, el uso no guiado favorece la "pereza metacognitiva" y la dependencia tecnológica. La alfabetización en IA, la autoeficacia y la disciplina académica modulan significativamente estos efectos, y la producción científica sobre el tema crece de manera exponencial, concentrando el 71.4% de la evidencia disponible en 2025. Integrar la IA generativa en la universidad no es una decisión tecnológica sino pedagógica, que exige rediseñar intencionalmente los entornos de aprendizaje para preservar y fortalecer la autorregulación estudiantil
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Derechos de autor 2026 Fausto Vinicio Calderón-Pineda, José Giovanni Palacios-Meléndez (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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