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Artículos de Revisión

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Inteligencia artificial e investigación educativa en la innovación de la enseñanza: una revisión bibliográfica

Artificial intelligence and educational research in teaching innovation: A literature review
Publicado
2026-08-28
Contexto: La inteligencia artificial se ha consolidado como un recurso emergente para transformar la enseñanza mediante personalización, tutoría, analítica del aprendizaje, evaluación automatizada y herramientas generativas. Sin embargo, su incorporación requiere fundamentos pedagógicos, éticos e institucionales. Objetivo: Analizar los hallazgos, tensiones y orientaciones de la investigación educativa sobre inteligencia artificial relevantes para la innovación de la enseñanza. Metodología: Se realizó una revisión bibliográfica sistematizada con síntesis narrativa cualitativa, orientada por los lineamientos de PRISMA 2020. La búsqueda consideró publicaciones entre 2016 y 2026 relacionadas con enseñanza, aprendizaje, evaluación, docencia, alfabetización y gobernanza educativa. De 43 registros identificados, 27 documentos integraron la síntesis cualitativa. Resultados: Los hallazgos evidencian que la personalización y tutoría pueden favorecer el aprendizaje cuando responden a objetivos didácticos explícitos. Asimismo, la analítica facilita la identificación de patrones, mientras que la inteligencia artificial generativa exige rediseñar la evaluación. La alfabetización digital, la formación docente y la gobernanza ética emergen como condiciones fundamentales. Conclusión: La innovación educativa mediante inteligencia artificial depende de su integración pedagógica, supervisión humana, evaluación empírica y marcos institucionales que garanticen equidad, privacidad, transparencia y responsabilidad.
Context: Artificial intelligence has established itself as an emerging resource to transform teaching through personalization, tutoring, learning analytics, automated assessment, and generative tools. However, its incorporation requires pedagogical, ethical, and institutional foundations. Objective: To analyze the findings, tensions, and directions of educational research on artificial intelligence relevant to teaching innovation. Methodology: A systematized literature review with a qualitative narrative synthesis was conducted, following the PRISMA 2020 guidelines. The search considered publications between 2016 and 2026 related to teaching, learning, assessment, faculty development, literacy, and educational governance. From 43 identified records, 27 documents were included in the qualitative synthesis. Results: The findings demonstrate that personalization and tutoring can favor learning when they respond to explicit didactic objectives. Likewise, analytics facilitates the identification of patterns, while generative artificial intelligence demands a redesign of assessment strategies. Digital literacy, teacher training, and ethical governance emerge as fundamental conditions. Conclusion: Educational innovation through artificial intelligence depends on its pedagogical integration, human oversight, empirical evaluation, and institutional frameworks that guarantee equity, privacy, transparency, and accountability.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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