Percepción de las implicaciones éticas en el uso de la Inteligencia Artificial (IA)

Armando  Sánchez Macías; José Zilberstein Toruncha; Isabel Cristina  Flores Rueda; Mónica Eugenia  Peñalosa Otero

doi:10.19136/etie.v8n15.6336

Autores/as

Armando Sánchez Macías https://orcid.org/0000-0001-9575-3248
José Zilberstein Toruncha https://orcid.org/0000-0001-7740-1265
Isabel Cristina Flores Rueda https://orcid.org/0000-0003-1257-2893
Mónica Eugenia Peñalosa Otero https://orcid.org/0000-0002-2208-9224

DOI:

https://doi.org/10.19136/etie.v8n15.6336

Palabras clave:

Ética, Inteligencia Artificial, Estudiantado, Educación Superior

Resumen

El objetivo es caracterizar las consideraciones éticas en el uso de la IA en procesos educativos, analizando las percepciones de estudiantes universitarios respecto a las dimensiones física y cognitiva de la ética en la IA. Se emplea una metodología cuantitativa de enfoque mixto, con alcance descriptivo-transversal, aplicando un cuestionario adaptado del marco de Ashok et al. (2022) a 125 estudiantes de la UASLP y NEUUNI. Los resultados revelaron diferencias significativas: los estudiantes de NEUNI, con mayor edad, experiencia laboral y competencia digital, mostraron una percepción más positiva y crítica de la IA, mientras que los de la UASLP, más jóvenes y con menor exposición laboral, tuvieron percepciones más conservadoras. Factores como género, edad, ocupación y uso principal de la IA influyeron en estas percepciones. Estos hallazgos resaltan la importancia de diseñar estrategias educativas que consideren las diferencias sociodemográficas, promoviendo la formación en competencias digitales y éticas para un uso responsable de la IA. Además, se enfatiza la necesidad de colaboración entre educadores, tecnólogos y responsables de políticas públicas para garantizar una integración ética y equitativa de la IA en la educación. La investigación aporta evidencia valiosa para guiar una implementación responsable de la IA, maximizando beneficios y minimizando riesgos éticos.

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