Integración de la inteligencia artificial en la educación superiorUn análisis con perspectiva de género

  1. Estévez Cedeño, Betty 1
  2. Sánchez-Vera, Fulgencio 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revista:
CTS: Revista iberoamericana de ciencia, tecnología y sociedad

ISSN: 1668-0030,  1850-0013

Año de publicación: 2024

Volumen: 19

Número: 56

Páginas: 117-139

Tipo: Artículo

DOI: 10.52712/ISSN.1850-0013-557 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: CTS: Revista iberoamericana de ciencia, tecnología y sociedad

Resumen

O surgimento da Inteligência Gerativa Artificial (IAG) impõe desafios complexos ao sistema educacional, especialmente no ambiente universitário. A adoção dessas tecnologias promete melhorar tarefas administrativas, apoiar a prática docente e personalizar a aprendizagem, entre outros benefícios. No entanto, a sua integração e utilização exige que os professores tenham competências instrumentais, mas também competências críticas e reflexivas sobre o alcance e os riscos associados a estas tecnologias. Este artigo descritivo avalia a disposição do corpo docente da Faculdade de Educação da Universidade de La Laguna (Ilhas Canárias, Espanha) para a integração da IA na sua prática profissional. Através de uma análise empírica com enfoque no género, revela-se que, embora não existam diferenças significativas entre géneros em termos de vontade de adotar IA, existem diferenças na perceção dos riscos e preconceitos associados. Por outro lado, é evidente a necessidade de promover atividades de formação da gestão universitária para facilitar a alfabetização de todos os grupos.

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Fuente de los datos: Dialnet