Inteligencia artificial generativa y desarrollo profesional docente universitario: una revisión sistemática
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https://doi.org/10.5281/zenodo.24120289Palabras clave:
inteligencia artificial generativa, desarrollo profesional docente, educación superiorResumen
El objetivo de esta revisión sistemática fue analizar la evidencia científica sobre el rol de la inteligencia artificial generativa en el desarrollo profesional docente de educación superior. Para ello, se siguió la declaración PRISMA 2020 como guía de reporte, estructurando el proceso en cuatro fases: identificación, cribado, elegibilidad e inclusión. La búsqueda se realizó el 29 de septiembre de 2026 en Scopus, ScienceDirect y Redalyc, empleando descriptores combinados mediante operadores booleanos. Tras aplicar criterios de inclusión y exclusión, el corpus final quedó constituido por 35 estudios. Los hallazgos muestran que la IA generativa es utilizada principalmente para planificación, generación de contenido, retroalimentación y evaluación, siempre bajo supervisión humana. Se identifican cinco dimensiones interrelacionadas: percepciones y prácticas docentes, competencias y alfabetización en IA, evaluación e integridad académica, confianza y ética, y currículo y carga laboral. La adopción no depende solo de la utilidad percibida, sino de condiciones motivacionales, pedagógicas e institucionales. Se concluye que la integración efectiva de la IA generativa en el desarrollo profesional docente es un proceso multidimensional que requiere formación continua, diferenciada y progresiva.
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