Reconfiguración del rol docente en la educación superior ante la Incorporación de la Inteligencia Artificial en el proceso de enseñanza-aprendizaje

Jonny Andrés Yepes Blandón; Edward Alberto Arango Suárez; Katy Milena Barrios

Reconfiguración del rol docente en la educación superior ante la Incorporación de la Inteligencia Artificial en el proceso de enseñanza-aprendizaje

dc.contributor.advisor	Humberto Sanchez Rueda
dc.contributor.author	Jonny Andrés Yepes Blandón
dc.contributor.author	Edward Alberto Arango Suárez
dc.contributor.author	Katy Milena Barrios
dc.contributor.corporatename	Universidad Santo Tomás
dc.contributor.cvlac	https://scholar.google.com/citations?user=y6SfGJUAAAAJ&hl=es&oi=ao
dc.contributor.googlescholar	https://scholar.google.com/citations?user=AunRmI0AAAAJ&hl=es&oi=ao
dc.contributor.orcid	0000-0001-6276-5488
dc.contributor.orcid	0000-0003-1318-311X
dc.contributor.orcid	0009-0007-6769-2688
dc.date.accessioned	2026-01-22T22:25:47Z
dc.date.available	2026-01-22T22:25:47Z
dc.date.issued	2026-01-22
dc.description	En la actualidad nos enfrentamos a una profunda transformación en la educación superior, impulsada por la inteligencia artificial. El rol tradicional del docente como trasmisor de conocimientos, orientador y mediador en el proceso de enseñanza-aprendizaje, se está viendo afectado por la llegada de tecnologías como la IA, lo que nos obliga a analizar sus profundas implicaciones pedagógicas y éticas. Este estudio busca abordar la reconfiguración del rol docente frente a la llegada de la IA, para esto se realizó una búsqueda sistémica[SB1.1] de alcance, siguiendo las guías PRISMA (Page et al., 2020). lo que permitió sintetizar la evidencia científica disponible a partir de 69 estudios. Los resultados sugieren una dualidad: la IA es una oportunidad para optimizar el tiempo, innovar pedagógicamente y mejorar el acompañamiento. Sin embargo, también plantea retos serios relacionados con la dependencia, los riesgos éticos y la deshumanización. A partir de este análisis, se identificaron cinco dimensiones clave en el nuevo rol: pedagógica, tecnológica, ética, relacional y evaluativa. El resultado principal plantea que el rol del docente no desaparece; se transforma en un facilitador estratégico, mediador crítico y garante del humanismo. Se concluye que el fortalecimiento de la formación docente y el establecimiento de políticas claras son esenciales para asegurar que la IA complemente, y nunca sustituya, el vínculo humano que sustenta la calidad del aprendizaje superior.
dc.description.abstract	We are currently facing a profound transformation in higher education, driven by artificial intelligence. The traditional role of the teacher as a transmitter of knowledge, guide, and mediator in the teaching-learning process is being affected by the arrival of technologies such as AI, which compels us to analyze its profound pedagogical and ethical implications. This study seeks to address the reconfiguration of the teacher's role in the face of AI. To this end, a systematic search of scope was conducted, following the PRISMA guidelines (Page et al., 2020), which allowed for the synthesis of the available scientific evidence from 69 studies. The results suggest a duality: AI is an opportunity to optimize time, innovate pedagogically, and improve support. However, it also poses serious challenges related to dependency, ethical risks, and dehumanization. From this analysis, five key dimensions of the new role were identified: pedagogical, technological, ethical, relational, and evaluative. The main finding is that the teacher's role does not disappear; It transforms into a strategic facilitator, critical mediator, and guarantor of humanism. It is concluded that strengthening teacher training and establishing clear policies are essential to ensure that AI complements, and never replaces, the human connection that underpins the quality of higher education
dc.description.degreelevel	Maestría	spa
dc.description.degreename	Magíster en Educación	spa
dc.format.mimetype	application/pdf
dc.identifier.citation	Yepes Blandón, J. A., Arango Suárez, E. A., & Barrios, K. M. (2025). Reconfiguración del rol docente en la educación superior ante la incorporación de la inteligencia artificial en el proceso de enseñanza-aprendizaje. [Trabajo maestria, Universidad Santo Tomás].
dc.identifier.instname	instname:Universidad Santo Tomás	spa
dc.identifier.reponame	reponame:Repositorio Institucional Universidad Santo Tomás	spa
dc.identifier.repourl	repourl:https://repository.usta.edu.co	spa
dc.identifier.uri	http://hdl.handle.net/11634/70993
dc.language.iso	spa
dc.publisher	Universidad Santo Tomás	spa
dc.publisher.branch	CRAI-USTA Bogotá
dc.publisher.faculty	Facultad Educación	spa
dc.publisher.program	Maestría Educación	spa
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dc.rights	Attribution-NonCommercial-NoDerivs 2.5 Colombia	en
dc.rights.accessrights	info:eu-repo/semantics/openAccess
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dc.rights.local	Abierto (Texto Completo)	spa
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.subject.keyword	Professor role, artificial intelligence, higher education, teacher literacy
dc.subject.lemb	Educación
dc.subject.lemb	Inteligencia artificial
dc.subject.lemb	Educación Superior
dc.subject.proposal	Rol docente, inteligencia artificial, educación superior, alfabetización docente.
dc.title	Reconfiguración del rol docente en la educación superior ante la Incorporación de la Inteligencia Artificial en el proceso de enseñanza-aprendizaje
dc.type	master thesis
dc.type.coar	http://purl.org/coar/resource_type/c_bdcc
dc.type.coarversion	http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.drive	info:eu-repo/semantics/masterThesis
dc.type.local	Tesis de maestría	spa
dc.type.version	info:eu-repo/semantics/acceptedVersion