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    dc.contributor.authorGómez Cano, Carlos Alberto-
    dc.contributor.authorSánchez Castillo, Verenice-
    dc.contributor.authorJiménez Zapata, Elvia María-
    dc.date.accessioned2025-10-14T22:31:58Z-
    dc.date.available2025-10-14T22:31:58Z-
    dc.date.issued2025-07-01-
    dc.identifier.citationC. A. Gómez Cano, V. Sánchez Castillo, y E. M. Jiménez Zapata, «La innovación asistida por inteligencia artificial en la Educación Superior: un análisis de las principales tendencias y líneas futuras», RCTA, vol. 2, n.º 46, pp. 1–12, jul. 2025. https://doi.org/10.24054/rcta.v2i46.3743es_CO
    dc.identifier.issn1692-7257-
    dc.identifier.issn2500-8625-
    dc.identifier.urihttp://repositoriodspace.unipamplona.edu.co/jspui/handle/20.500.12744/10380-
    dc.descriptionEl estudio analizó las tendencias y desafíos de la innovación educativa asistida por inteligencia artificial en la educación superior global mediante un análisis bibliométrico de 666 documentos de Scopus (2020-2024). Los resultados revelaron un crecimiento exponencial de la producción científica, liderado por China (166 documentos) y EE.UU. (61), con clústeres temáticos dominantes en tecnologías de IA, innovación pedagógica y ética. Sin embargo, se diagnosticó la persistencia de vacíos en cuanto a equidad, interdisciplinariedad y evaluación longitudinal. Además, las colaboraciones internacionales mostraron asimetrías, mientras que las fuentes exploradas señalaron una baja integración de perspectivas críticas y contextos vulnerables. Se concluye que la adopción de la inteligencia en la educación superior requiere marcos éticos sólidos, enfoques inclusivos y políticas que prioricen una innovación abocada a la justicia social.es_CO
    dc.description.abstractThe study analyzed the trends and challenges of AI-assisted educational innovation in global higher education through a bibliometric analysis of 666 Scopus documents (2020-2024). The results revealed exponential growth in scientific production, led by China (166 documents) and the US (61), with dominant thematic clusters in AI technologies, pedagogical innovation, and ethics. However, gaps in equity, interdisciplinarity, and longitudinal assessment were diagnosed. Furthermore, international collaborations showed asymmetries, while the explored sources pointed to a low integration of critical perspectives and vulnerable contexts. It is concluded that adopting intelligence in higher education requires solid ethical frameworks, inclusive approaches, and policies that prioritize innovation focused on social justice.es_CO
    dc.format.extent12es_CO
    dc.format.mimetypeapplication/pdfes_CO
    dc.language.isoeses_CO
    dc.publisherAldo Pardo García, Revista Colombiana de Tecnologías de Avanzada, Universidad de Pamplona.es_CO
    dc.relation.ispartofseries1;12-
    dc.subjectinnovación educativaes_CO
    dc.subjectinteligencia artificiales_CO
    dc.subjecteducación superiores_CO
    dc.subjectanálisis bibliométricoes_CO
    dc.subjectequidad educativaes_CO
    dc.titleLa innovación asistida por inteligencia artificial en la Educación Superior: un análisis de las principales tendencias y líneas futurases_CO
    dc.title.alternativeArtificial intelligence-assisted innovation in higher education: an analysis of key trends and future directionses_CO
    dc.typehttp://purl.org/coar/resource_type/c_2df8fbb1es_CO
    dc.description.editionVol. 2 Núm. 46 (2025): Julio – Diciembrees_CO
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