Inteligencia Artificial como herramienta estratégica para el pensamiento crítico en educación superior

Artificial Intelligence as a strategic tool for critical thinking in higher education

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Introducción: Los modelos computacionales generativos han transformado los procesos académicos en la educación superior, generando desafíos para el desarrollo del pensamiento crítico y la capacidad analítica de los estudiantes. Objetivo: Analizar la integración de la Inteligencia Artificial (IA) como herramienta estratégica para fortalecer el pensamiento crítico en estudiantes de educación superior de la Universidad Nacional de la Amazonía Peruana. Metodología: Se empleó un enfoque cualitativo con diseño de estudio de caso único y perspectiva de investigación-acción participativa. Participaron cinco docentes investigadores. La recolección de datos se realizó mediante conversaciones académicas con un sistema de IA conversacional, y el análisis se efectuó mediante análisis de contenido temático. Resultados: El uso estructurado de la IA redujo la carga cognitiva extrínseca, disminuyó la ansiedad asociada a la producción escrita y fortaleció el pensamiento crítico cuando se incluyó una fase explícita de cuestionamiento. Se propuso un modelo de cinco fases para la integración transparente de la IA en actividades académicas. Conclusiones: La Inteligencia Artificial, cuando se integra con transparencia y rigor metodológico, potencia el pensamiento crítico en estudiantes de educación superior sin comprometer la integridad académica. La implementación de fases estructuradas de uso y cuestionamiento se recomienda como estrategia para maximizar beneficios cognitivos y promover un aprendizaje crítico y reflexivo.
Introduction: Generative computational models have transformed academic processes in higher education, creating new challenges for the development of students' critical thinking and analytical skills. Objective: To analyze the integration of Artificial Intelligence (AI) as a strategic tool to bolster critical thinking among higher education students at the Universidad Nacional de la Amazonía Peruana. Methodology: A qualitative approach was adopted, utilizing a single case study design with a participatory action research (PAR) perspective. Five teacher-researchers participated in the study. Data collection involved scholarly dialogues with a conversational AI system, and data analysis was conducted through thematic content analysis. Results: Structured AI usage reduced extrinsic cognitive load, decreased writing anxiety, and strengthened critical thinking when an explicit questioning phase was incorporated. A five-phase model is proposed for the transparent integration of AI into academic activities. Conclusions: When integrated with transparency and methodological rigor, Artificial Intelligence enhances critical thinking in higher education students without compromising academic integrity. The implementation of structured phases of use and questioning is recommended as a strategy to maximize cognitive benefits and promote critical and reflective learning.

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Flores Flores, L. A., Yalta Campos, M., Malca Salas, G. A., Yalta Arévalo, M. M., & Seclén Medina, A. (2026). Inteligencia Artificial como herramienta estratégica para el pensamiento crítico en educación superior. Revista Tribunal, 6(16), 1-15. https://doi.org/10.59659/revistatribunal.v6i16.499
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Investigación
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Flores Flores, L. A., Yalta Campos, M., Malca Salas, G. A., Yalta Arévalo, M. M., & Seclén Medina, A. (2026). Inteligencia Artificial como herramienta estratégica para el pensamiento crítico en educación superior. Revista Tribunal, 6(16), 1-15. https://doi.org/10.59659/revistatribunal.v6i16.499

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