El impacto de la inteligencia artificial generativa en educación superior: una mirada desde la ética y la integridad académica

Cinta Gallent Torres; Alfredo Zapata González; José Luis Ortego Hernando

doi:10.30827/relieve.v29i2.29134

Autores

Cinta Gallent Torres University of Valencia, University of the Balearic Islands, Spain https://orcid.org/0000-0002-4260-7594
Alfredo Zapata González Autonomous University of Yucatán, Mexico
José Luis Ortego Hernando University of the Balearic Islands, Spain https://orcid.org/0009-0005-7857-1086

DOI:

https://doi.org/10.30827/relieve.v29i2.29134

Palavras-chave:

ética, integridade académica, Inteligência Artificial Generativa (IAG), Ensino Superior

Resumo

A Inteligência Artificial Generativa (IAG) revolucionou o domínio do ensino superior e abriu o debate sobre o potencial de ferramentas como o ChatGPT, Humata.ai ou Sudowrite nos processos de ensino, aprendizagem e avaliação. Embora a sua integração neste contexto apresente inúmeras oportunidades (ou seja, feedback instantâneo, geração de recursos e material didático, aprendizagem adaptativa, interatividade, etc.), coloca também desafios importantes que põem em causa a ética e a integridade académica, como a fiabilidade da informação, a transparência em relação às fontes utilizadas ou à privacidade e segurança dos dados. O objetivo deste artigo é analisar as implicações éticas da sua utilização no ensino superior, numa tripla perspetiva (estudantes, professores e instituição). Pretende-se também analisar o seu impacto em aspetos ligados à segurança, acessibilidade, sustentabilidade e inclusive a novas formas de plágio e fraude académica que imitem ou roubem a identidade da autoria. Com base na revisão bibliográfica realizada, explorar-se-á a forma de integrar a IAG nas salas de aula universitárias, de forma controlada e respeitadora, através de práticas pedagógicas que orientem os estudantes na sua utilização correta e permitam aos professores lançar as bases de novos modelos educativos. Este processo de transformação exigirá o estabelecimento de diretrizes claras, em conformidade com os códigos éticos e as políticas de integridade das instituições de ensino superior. Em última análise, a reflexão sobre a forma de conjugar educação, inovação e integridade académica proporcionará a estes três coletivos uma nova oportunidade de promover melhorias no ensino universitário.

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Biografias Autor

Cinta Gallent Torres, University of Valencia, University of the Balearic Islands, Spain

PhD in Educational Intervention at the University of Valencia (UV, Spain). She currently teaches French and translation at the UV. She also tutors end-of-degree projects in the degree in Translation and Interlinguistic Mediation, as well as in the master's degree in Creative and Humanistic Translation. She has taught at the University of Connecticut and the College of Continuing Studies (USA). Her research interests include academic dishonesty, publication ethics, cyber-plagiarism, emerging technologies, second language teaching, and tutoring of university students. She is currently a member of the Institut de Recherche et d'Action sur la Fraude et le Plagiat Académiques (IRAFPA), the Ibero-American Network for Academic Integrity Research (Red-IA), and the Forthem Alliance. (email: cinta.gallent@uv.es)

Alfredo Zapata González, Autonomous University of Yucatán, Mexico

Bachelor in Computer Science at the Autonomous University of Yucatan (UADY, Mexico), Bachelor in Educational Sciences (286-SEP agreement), Master and PhD in Advanced Information Technologies at the University of Castilla-La Mancha (UCLM, Spain). His research work focuses on topics related to digital literacy, data mining and recommender systems applied in educational environments. He has published several articles in indexed journals with impact factor. He is co-author of several book chapters and has participated with papers in several national and international conferences. He is a professor at the Faculty of Education of the UADY. He is currently a member of the National System of Researchers of the National Council of Science and Technology of Mexico at level 1. (email: zgonza@correo.uady.mx)

José Luis Ortego Hernando, University of the Balearic Islands, Spain

Bachelor in Educational Psychology. Disability officer of the University Office for Support to People with Specific Needs at the University of the Balearic Islands (UIB). Associate Professor at the UIB (2005-2011) teaching subjects related to the field of disability and new technologies applied to education. He delivers training courses related to learning and the needs of people with disabilities at various institutions in the Balearic Islands. He is also the coordinator of the Digitalization and Information and Communication Technologies group of the Network of Support Services for Disability at Universities in Spain (SAPDU). (email: jluis.ortego@uib.cat)

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