IA en el aprendizaje por competencias en la educación superior. Revisión sistemática
AI in competency-based learning in higher education. A systematic reviewContenido principal del artículo
Introducción: La integración de la inteligencia artificial (IA) en la educación superior ha transformado los paradigmas pedagógicos, generando la necesidad de comprender su impacto en el aprendizaje basado en competencias. Objetivo: Analizar cómo la inteligencia artificial se integra en el aprendizaje por competencias en la educación superior mediante una revisión sistemática de la literatura científica. Metodología: Se realizó una revisión sistemática siguiendo el protocolo PRISMA 2020. La búsqueda se efectuó en Scopus, Web of Science y ERIC, considerando publicaciones entre 2011 y 2026. De 145 estudios identificados inicialmente, 15 cumplieron los criterios de inclusión y fueron analizados en profundidad. Resultados: La IA, especialmente a través de sistemas tutoriales inteligentes y plataformas adaptativas, facilita la personalización del aprendizaje y fortalece competencias como resolución de problemas y alfabetización digital. No obstante, se identifican desafíos éticos y riesgos potenciales para el desarrollo del pensamiento crítico. Conclusiones: La IA actúa como un catalizador pedagógico eficaz en el aprendizaje por competencias, potenciando la individualización y la adquisición de habilidades clave. Para garantizar una integración ética, equitativa y efectiva, se requiere el establecimiento de marcos institucionales sólidos y capacitación docente especializada.
Introduction: The integration of artificial intelligence (AI) into higher education has fundamentally transformed pedagogical paradigms, necessitating a comprehensive understanding of its impact on competency-based learning (CBL). Objective: This study aims to analyze the integration of AI into CBL within higher education through a systematic literature review. Methodology: A systematic review was conducted following the PRISMA 2020 protocol. The search was performed in Scopus, Web of Science, and ERIC, covering publications from 2011 to 2026. Out of 145 initially identified studies, 15 met the inclusion criteria and underwent in-depth analysis. Results: AI, particularly through Intelligent Tutoring Systems (ITS) and adaptive platforms, facilitates learning personalization and strengthens core competencies such as problem-solving and digital literacy. However, significant ethical challenges and potential risks to the development of critical thinking were identified. Conclusions: AI serves as an effective pedagogical catalyst in competency-based learning, enhancing individualization and the acquisition of key skills. To ensure ethical, equitable, and effective integration, the establishment of robust institutional frameworks and specialized teacher training is required.
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