Pensamiento crítico e IA generativa en universitarios: Dependencia cognitiva, factores moderadores y la paradoja educativa
Critical thinking and generative AI among university students: Cognitive dependence, moderating factors, and the educational paradox
DOI:
https://doi.org/10.70598/oksr1313oo29mKeywords:
artificial intelligence, cognitive debt, cognitive dependence, critical thinking, higher educationAbstract
El estudio mapeó y analizó, la evidencia empírica disponible sobre la relación entre el uso de inteligencia artificial generativa (IAG) y el pensamiento crítico en estudiantes universitarios, identificando factores moderadores, mecanismos subyacentes y estrategias educativas. Se realizó una revisión de alcance (scoping review) siguiendo las directrices PRISMA-ScR, mediante una búsqueda sistemática en Scopus, Web of Science, ERIC y Google Scholar entre enero de 2023 y febrero de 2026. Se incluyeron 27 estudios empíricos y revisiones publicados en español e inglés, seleccionados mediante los criterios del marco PCC (Población,
Concepto y Contexto). Los resultados muestran que, de los 22 estudios que conformaron el núcleo empírico, 10 (45,5 %) reportaron asociaciones negativas significativas entre la dependencia de la IA y el pensamiento crítico, evidenciando una “paradoja de la IA educativa”: mientras que el uso rutinario y acrítico favorece fenómenos como la deuda cognitiva, la rendición cognitiva y la fatiga cognitiva, el uso guiado se asocia con mejoras moderadas en el pensamiento crítico (g = 0,67). Asimismo, se identificaron tres factores moderadores clave: el modo de uso de la IA, la mediación docente y la alfabetización informacional. En conclusión, la integración ética de la IA en la educación superior requiere diseños instruccionales que incorporen prompting estructurado, acompañamiento docente y desarrollo del pensamiento crítico, de modo que la tecnología fortalezca, en lugar de sustituir, la autonomía intelectual de los estudiantes.
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