PRAXIS PEDAGÓGICA EN ECOSISTEMAS DIGITALES E INTELIGENCIAS ARTIFICIALES: RECONFIGURACIONES PARA UNA EDUCACIÓN HUMANAMENTE DIRIGIDA
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https://doi.org/10.56219/trascendere.v3i8.6634Palabras clave:
Agencia humana, ecosistemas digitales, inteligencia artificial, mediación docente, praxis pedagógica, transformación educativaResumen
La expansión de ecosistemas digitales e inteligencias artificiales generativas transformó las condiciones de enseñanza, aprendizaje y evaluación. Este ensayo analiza críticamente la reconfiguración de la praxis pedagógica y defiende que una integración responsable exige preservar la agencia humana mediante criterios de intencionalidad, agencia, verificabilidad, dialogicidad, equidad y gobernanza. Metodológicamente, se realizó un análisis crítico-documental de literatura publicada entre 2022 y 2026, con énfasis en revisiones sistemáticas, metaanálisis, estudios empíricos y marcos de UNESCO y OCDE. La evidencia muestra oportunidades en personalización, retroalimentación, accesibilidad y desarrollo profesional, junto con riesgos de dependencia cognitiva, opacidad, privacidad, desigualdad y pérdida de autoría. Como aporte original se propone una brújula pedagógica de seis criterios. Se concluye que la calidad educativa depende menos de la tecnología disponible que de la racionalidad pedagógica y ética con que se integra.
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