REPENSAR EL APRENDIZAJE EN LA ERA DE LA INTELIGENCIA ARTIFICIAL: DESAFÍOS COGNITIVOS Y LA TRANSFORMACIÓN DEL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN SUPERIOR
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El estudio examina la transformación de los procesos de aprendizaje en la educación superior en contextos mediados por inteligencia artificial (IA), centrándose en cómo los estudiantes evalúan la calidad y fiabilidad del conocimiento en entornos algorítmicos. Desde un enfoque cualitativo, se realizaron 20 entrevistas semiestructuradas a estudiantes universitarios de los dos últimos semestres que utilizan herramientas de inteligencia artificial en sus actividades académicas. El análisis permitió identificar patrones diferenciados en las prácticas de verificación, los niveles de autonomía cognitiva y los criterios de evaluación de la información. Los resultados sugieren que los estudiantes combinan estrategias activas de validación con juicios basados en la coherencia y la inmediatez de las respuestas. Asimismo, se observa una detección desigual de sesgos, lo que evidencia limitaciones en la evaluación crítica de los contenidos generados por IA. Se concluye que la calidad del aprendizaje en entornos mediados por herramientas inteligentes depende en parte de prácticas situadas de verificación, evaluación y regulación de la confianza. En este sentido, el estudio propone la incorporación de una “higiene epistémica”, entendida como el desarrollo sistemático de competencias de juicio crítico, contraste y validación del conocimiento generado por sistemas algorítmicos.
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