El uso responsable de la inteligencia artificial generativa (GENAI) en textos académicos, 2025: una revisión sistemática
The responsible use of generative artificial intelligence (GenAI) in academic texts, 2025: A systematic reviewContenido principal del artículo
El uso responsable de la Inteligencia Artificial Generativa (GenAI) en textos académicos plantea consideraciones éticas relacionadas con la integridad académica y la autoría, afecta la calidad y autenticidad de los textos académicos y presenta posibles beneficios y riesgos. Las mejores prácticas actuales implican establecer pautas claras y programas educativos para el uso responsable, así como incorporar GenAI en las tareas del aula para facilitar el aprendizaje de los estudiantes y prepararlos para el mercado laboral. El objetivo del estudio consistió en Realizar una revisión narrativa del uso ético y responsable; percepciones en educación; integridad académica; publicaciones académicas para el uso responsable de la GenAI en textos académicos. Como Metodología se realizará una búsqueda sistemática de la literatura en bases de datos de Scopus y Web Of Sciencie. Utilizando la siguiente cadena de búsqueda: “ethical and responsible use”; ‘perceptions in education’; ‘academic integrity’; ‘academic publications’. Los resultados destacan que el de GenAI en la redacción académica enfrenta desafíos éticos y prácticos, con discrepancias en la necesidad de reportar su uso y dificultades |en la detección efectiva de textos generados por IA. La integración pedagógica debe ser cuidadosa y las herramientas de detección necesitan mejoras para abordar las tasas de plagio y asegurar la integridad académica. Se concluye que la educación y regulación deben adaptarse para mitigar estos problemas y mantener la credibilidad en las publicaciones académicas.
The responsible use of Generative Artificial Intelligence (GenAI) in academic texts raises ethical considerations related to academic integrity and authorship, affects the quality and authenticity of academic texts, and presents both potential benefits and risks. Current best practices involve establishing clear guidelines and educational programs for responsible use, as well as incorporating GenAI into classroom tasks to facilitate student learning and prepare them for the job market. The objective of this study was to conduct a narrative review of the ethical and responsible use of GenAI in academic texts, including perceptions in education, academic integrity, and academic publications. The methodology involved a systematic literature search in the Scopus and Web of Science databases using the following search terms: “ethical and responsible use”; “perceptions in education”; “academic integrity”; “academic publications”. The results highlight that the use of AI in academic writing faces ethical and practical challenges, with disagreements regarding the need to report its use and difficulties in effectively detecting AI-generated texts. Pedagogical integration must be carefully considered, and detection tools need improvement to address plagiarism rates and ensure academic integrity. It is concluded that education and regulation must be adapted to mitigate these problems and maintain the credibility of academic publications.
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