Impact of ai integration in bilingual learning environments at private institutions in colombia: implications for cultural and cognitive dimensions

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dc.contributor.advisorDiaz Diaz, Carlos David
dc.contributor.authorBernal Flórez, Laura Carolina
dc.contributor.authorAzuero Sánchez, Jose David
dc.contributor.authorLópez Metaute, Luis Fernando
dc.contributor.corporatenameUniversidad Santo Tomás
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visuali zador/generarCurriculoCv.do?cod_rh=0002373 247
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizado r/generarCurriculoCv.do?cod_rh=0002418615
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizado r/generarCurriculoCv.do?cod_rh=0002373285
dc.contributor.orcidhttps://orcid.org/0009-0005-8415-1600
dc.contributor.orcidhttps://orcid.org/0009-0007-9198-9588
dc.contributor.orcidhttps://orcid.org/0009-0004-4631-1637
dc.date.accessioned2026-07-10T20:28:06Z
dc.date.available2026-07-10T20:28:06Z
dc.date.issued2026-06-24
dc.descriptionEste estudio analiza el impacto de la integración de la inteligencia artificial (IA) en las dimensiones cognitivas y culturales de los estudiantes en entornos de aprendizaje bilingües de instituciones privadas en Colombia. A medida que herramientas de IA como ChatGPT y Google Gemini se vuelven cada vez más comunes en las aulas, surgen preocupaciones respecto a su uso superficial, la posible erosión del pensamiento crítico y la homogeneización cultural en el aprendizaje de idiomas. Basándose en un diseño de estudio de caso comparativo cualitativo, los datos se recopilaron a través de entrevistas semiestructuradas, observaciones no participantes en el aula y protocolos de pensamiento en voz alta. Los resultados revelan que la IA puede apoyar la adquisición del idioma, la personalización y la conciencia intercultural cuando está mediada por educadores capacitados; sin embargo, la dependencia acrítica de estas herramientas corre el riesgo de socavar el compromiso cognitivo y la identidad cultural. El estudio concluye que una educación bilingüe eficaz requiere una integración intencionada de la IA junto con la experiencia de los docentes y el diseño de tareas interculturales, posicionando a la IA como un complemento pedagógico en lugar de un sustituto de la instrucción humana significativa.
dc.description.abstractThis study examines the impact of Artificial Intelligence (AI) integration on the cognitive and cultural dimensions of students in bilingual learning environments at private institutions in Colombia. As AI tools such as ChatGPT and Google Gemini become increasingly prevalent in classrooms, concerns arise regarding their superficial use, potential erosion of critical thinking, and cultural homogenization in language learning. Grounded in a qualitative comparative case study design, data were collected through semi-structured interviews, non-participant classroom observations, and think-aloud protocols. Findings reveal that AI can support language acquisition, personalization, and intercultural awareness when mediated by skilled educators; however, uncritical reliance on these tools risks undermining cognitive engagement and cultural identity. The study concludes that effective bilingual education requires purposeful AI integration alongside teacher expertise and intercultural task design, positioning AI as a pedagogical complement rather than a replacement for meaningful human instruction.
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Ambientes Bilingües de Aprendizajespa
dc.format.mimetypeapplication/pdf
dc.identifier.citationAzuero Sánchez, J, D, Bernal Flórez, L, C y López Metaute, L, F (2026).Impact of ai integration in bilingual learning environments at private institutions in colombia: implications for cultural and cognitive dimensions.[ Trabajo de Maestria, Universidad Santo Tomás]. Repositorio Institucional
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/73097
dc.language.isospa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.branchCRAI-USTA Bogotá
dc.publisher.facultyFacultad Educaciónspa
dc.publisher.programMaestría Ambientes Bilingües de Aprendizajespa
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dc.rightsAttribution-NonCommercial-NoDerivs 2.5 Colombiaen
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.subject.keywordArtificial Intelligence
dc.subject.keywordBilingual education
dc.subject.keywordCognitive development
dc.subject.keywordCultural identity
dc.subject.keywordLanguage acquisition
dc.subject.keywordIntercultural competence.
dc.subject.lembAmbientes Bilingues de Aprendizaje
dc.subject.lembAprendizaje de idiomas
dc.subject.lembTecnologías educativas
dc.subject.lembHerramientas de IA
dc.subject.proposalInteligencia Artificial
dc.subject.proposalEducación bilingue
dc.subject.proposalDesarrollo cognitivo
dc.subject.proposalIdentidad cultural
dc.subject.proposalAdquisición del lenguaje
dc.subject.proposalCompetencia intercultural
dc.titleImpact of ai integration in bilingual learning environments at private institutions in colombia: implications for cultural and cognitive dimensions
dc.typemaster thesis
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.type.driveinfo:eu-repo/semantics/masterThesis
dc.type.localTesis de maestríaspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

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