Acceso usuarios
México
México
La inteligencia artificial (IA) ha impactado en diversos ámbitos de la vida cotidiana, incluida la educación. El objetivo de este estudio es identificar y describir las percepciones, los usos y las herramientas de IA que emplean los docentes de los Puntos de Innovación, Libertad, Arte, Educación y Saberes (PILARES) en la Ciudad de México (CDMX) para asesorar a estudiantes de Prepa en Línea de la Secretaría de Educación Pública (SEP) que cursan los módulos de ciencias experimentales. Se utilizó una metodología cuantitativa de tipo descriptivo-analítico mediante una encuesta digital aplicada a 325 docentes. Los resultados muestran percepciones mayoritariamente positivas, en especial por la rapidez en la búsqueda de información y en la elaboración de actividades; no obstante, los docentes advierten que el uso indiscriminado de la Inteligencia Artificial Generativa (IAG) puede derivar en prácticas poco éticas, en un proceso de aprendizaje superficial y en el debilitamiento del pensamiento crítico.
Artificial Intelligence (AI) has impacted various areas of everyday life, including education. International organizations recommend responsible use of these tolls and, at the same time, evaluate the biases and misinformation that it sometimes presents. Within the educational field, its incorporation implies that the teacher assumes the verification of the results as an ethical obligation to protect the quality of the information provided to their student community. This study aims to identify and describe the uses and AI tools employed by teachers at PILARES centers (Points of Innovation, Freedom, Art, Education, and Knowledge) in Mexico City to advise students in the SEP Online High School program who are taking experimental science modules. Given that these disciplines require methodological rigor and are based on verifiability, it is essential to understand how the teaching staff at PILARES integrates AI into their pedagogical practice. To achieve this, a quantitative descriptive-analytical methodology was used, through a digital survey applied to 325 teachers. The results show mostly positive perceptions, especially due to the speed in information retrieval and the preparation of activities nonetheless, teachers warn that the indiscriminate use of generative AI can lead to unethical practices, a superficial learning process, and weakening of critical thinking
