Reinterpretar el DigCompEdu en la Educación Superior

Desafíos Éticos de la Inteligencia Artificial Generativa

Autores/as

DOI:

https://doi.org/10.25749/sis.45276

Palabras clave:

DigCompEdu, educación superior, inteligencia artificial generativa, competencia digital, ética

Resumen

La rápida expansión de la Inteligencia Artificial Generativa (IAGEN) está reconfigurando la educación superior y cuestionando las concepciones de la competencia digital docente. Este artículo analiza el DigCompEdu y su adaptación a la educación superior, examinando su capacidad para responder a las implicaciones éticas, pedagógicas y profesionales de la IAGEN. Desde un enfoque basado en competencias, el estudio explora cómo las tecnologías generativas intersecan las seis áreas del DigCompEdu, con especial atención a la protección de datos, la agencia humana, la integridad académica, la equidad, la transparencia y la sostenibilidad. A partir de marcos normativos internacionales y literatura académica, el análisis identifica brechas entre los modelos actuales de competencia digital y la naturaleza estocástica, opaca y transformadora de los sistemas de IAGEN. El artículo defiende una reinterpretación humanista y éticamente fundamentada del DigCompEdu, orientada a una integración inclusiva de la IA en la educación superior.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Patrícia Pereira, Instituto Politécnico de Santarém, Escola Superior de Educação, Centro de Investigação em Qualidade de Vida (CIEQV), Portugal

Holds a PhD in Education, specializing in Information and Communication Technologies in Education, and a Master’s degree in Education and Training, with a specialization in e-Learning and Distance Education, from the University of Lisbon. She is currently an Invited Assistant Professor at the School of Education of the Polytechnic Institute of Santarém. She is also a member of the Distance Learning and Pedagogical Innovation Unit and an integrated researcher at the Research Centre for Quality of Life. Her research focuses on Educational Technologies, particularly e-learning, distance education, instructional design, active learning methodologies and digital educational resources.

Ana Loureiro, Instituto Politécnico de Santarém, Escola Superior de Educação, Centro de Investigação em Qualidade de Vida (CIEQV), Portugal

Associate Professor at Santarém Polytechnic University, serving as Vice-Dean of the School of Education and coordinator of the Distance Learning and Innovation in Pedagogical Practices Unit. She holds a PhD in Multimedia in Education (University of Aveiro) and is an integrated researcher at the Life Quality Research Center (CIEQV). Ana leads numerous funded research projects, serves on the board of the journal Interacções, and frequently contributes to scientific committees. Her research interests focus on distance and technology-enhanced learning, digital competences, open science, open educational resources, information literacy, and collaborative lifelong learning environments.

Citas

Bekiaridis, G., & Attwell, G. (Eds.). (2023). Supplement to the DigCompEDU framework: Outlining the skills and competences of educators related to AI in education. AI Pioneers. https://aipioneers.org/supplement-to-the-digcompedu-framework/

Bender, E. M., Gebru, T., McMillan-Major, A., & Shmitchell, S. (2021). On the dangers of stochastic parrots: Can language models be too big? In Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency (pp. 610-623). Association for Computing Machinery. https://doi.org/10.1145/3442188.3445922

Bennis, I., & Mouwafaq, S. (2025). Advancing AI-driven thematic analysis in qualitative research: A comparative study of nine generative models. BMC Medical Informatics and Decision Making, 25(124). https://doi.org/10.1186/s12911-025-02961-5

Bittle, K., & El-Gayar, O. (2025). Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda. Information, 16(4), 296. https://doi.org/10.3390/info16040296

Bozkurt, A. (2024). GenAI et al.: Cocreation, Authorship, Ownership, Academic Ethics and Integrity in a Time of Generative AI. Open Praxis, 16(1), 1-10. https://doi.org/10.55982/openpraxis.16.1.654

Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE.

Castañeda, L., Vanaclocha, N., Velasco, J. R., Ruiz, P., Hartillo, M. I., Pereira, E., & Ruiz, A. (2023). Marco de competencia digital docente universitario: Creación y validación. Universidad de Murcia.

Cevik, A. A., & Abu-Zidan, F. M. (2025). Utilizing AI-powered thematic analysis: Methodology, implementation, and lessons learned. Cureus, 17(6), e85338. https://doi.org/10.7759/cureus.85338

European Commission. (2022). Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/153756

García-López, I. M., & Trujillo-Liñán, L. (2025). Ethical and regulatory challenges of Generative AI in education: a systematic review. Frontiers in Education, 10, 1565938 https://doi.org/10.3389/feduc.2025.1565938

Giannini, S. (2023). Generative AI and the future of education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000385877

Jenkins, D. M., Cleverley-Thompson, S., Erikson, D., Blankenbaker, A., & Brown-Saracino, B. (2025). Prompting for meaning: Exploring generative AI tools for qualitative data analysis in leadership research. Journal of Leadership Studies, 19(3), e70014. https://doi.org/10.1002/jls.70014

Naeem, M., Smith, T., & Thomas, L. (2025). Thematic analysis and artificial intelligence: A step-by-step process for using ChatGPT in thematic analysis. International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251333886

OECD. (2023). Artificial intelligence in science: Challenges, opportunities, and the future of research. OECD Publishing. https://doi.org/10.1787/a8d820bd-en

Peterson, S. (2025). Addressing Student Use of Generative AI in Schools and Universities through Academic Integrity Reporting. Frontiers in Education, 10, 1610836. https://doi.org/10.3389/feduc.2025.1610836

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu (Y. Punie, Ed.). Publications Office of the European Union. https://doi.org/10.2760/159770

Shor, R., Greene, E. A., Sumberg, L., & Weingrad, A. B. (2025). AI Tools in Academia: Evaluating NotebookLM as a Tool for Conducting Literature Reviews. Psychiatry, 1-10. https://doi.org/10.1080/00332747.2025.2541531

UNESCO. (2021). Recommendation on the ethics of artificial intelligence. UNESCO. https://www.unesco.org/en/articles/recommendation-ethics-artificial-intelligence

UNESCO. (2023a). Guidance for generative AI in education and research. UNESCO. https://doi.org/10.54675/EWZM9535

UNESCO. (2023b). Harnessing the era of artificial intelligence in higher education: A primer for higher education stakeholders. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386670

UNESCO. (2024). AI competency framework for teachers. UNESCO. https://www.unesco.org/en/articles/ai-competency-framework-teachers

Descargas

Publicado

2026-06-30

Número

Vol. 14 Núm. 2 (2026): Competencias Digitales Docentes en la Era de la Inteligencia Artificial: Reconfiguraciones de la Práctica Pedagógica

Sección

Artículos

Licencia

Derechos de autor 2026 Sisyphus – Revista de Educación

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.

Copyright (c) es propiedad de Sisyphus – Journal of Education. Sin embargo, alentamos que los artículos publicados en la revista se publiquen en otro lugar, siempre que se solicite el permiso de Sisyphus y los autores incorporen nuestra cita original y un enlace a nuestra página web.

Política de Autoarchivo
Los autores pueden autoarchivar la versión final publicada de sus artículos en repositorios institucionales, temáticos o páginas web personales e institucionales.

Suscriptor de DORA
El Instituto de Educação de la Universidade de Lisboa, editor de Sisyphus, es uno de los suscriptores de la Declaración de San Francisco sobre la Evaluación de la Investigación (DORA).