ALFABETIZACIÓN EN INTELIGENCIA ARTIFICIAL PARA APOYAR LA INVESTIGACIÓN CIENTÍFICA

Authors

Keywords:

Artificial intelligence literacy, Higher Education, Artificial Intelligence Ethics, Artificial intelligence, Scientific Research

Abstract

Artificial intelligence (AI) literacy has become an essential requirement for professionals across all disciplines. In this context, this systematic review research analyzes the concept of "artificial intelligence literacy" in the realm of scientific research, addressing two key questions: how is this term defined, and what are the essential knowledge areas for its implementation? Using the PRISMA protocol, 21 articles were selected and analyzed with AI-based tools such as Rayyan and Chatpdf. The results show that 67% of authors define AI literacy as a capacity, 24% as a competence, and 9% as a skill, highlighting its relevance for understanding, critically evaluating, and utilizing AI technologies in scientific contexts. Additionally, 71% of the studies emphasize the ethical dimension, addressing aspects such as ethical and social implications (24%), the development of ethical attitudes (14%), and the application of ethical principles (10%). Regarding knowledge areas, 90% of the studies underscore ethical considerations, 86% highlight the understanding of AI fundamentals, and 43% emphasize practical applications of AI in research. Key competencies such as critical thinking (38%) and collaboration (38%) were also identified. AI tools, including ChatGPT and Copilot for academic writing, Chatpdf and Chatdoc for literature analysis, and Litmaps and Semantic Scholar for citation mapping, were recognized as valuable resources. The findings underline the need for comprehensive AI literacy that integrates technical and ethical skills, fostering more efficient, critical, and responsible research. This study provides a conceptual and practical foundation for designing educational strategies that enhance AI literacy in academic and scientific domains.

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Author Biography

William Mauricio Rojas-Contreras

Universidad de Pamplona

References

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Published

2025-03-26

How to Cite

William Mauricio Rojas-Contreras. (2025). ALFABETIZACIÓN EN INTELIGENCIA ARTIFICIAL PARA APOYAR LA INVESTIGACIÓN CIENTÍFICA. LÍNEA IMAGINARIA, (21). Retrieved from https://revistas.upel.edu.ve/index.php/linea_imaginaria/article/view/3575

Issue

No. 21: Línea Imaginaria - Edición Especial

Section

Reporte de Investigación

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