Propuesta de Marco Ético-Pedagógico para Integrar IA Generativa en Universidades Estatales de Santo Domingo, 2026

Lilia Inés Macas Pizarro; Andrea Aráuz-Chávez

doi:10.70171/wrwxkz66

Autores/as

Lilia Inés Macas-Pizarro Universidad Laica Eloy Alfaro de Manabí Autor/a https://orcid.org/0009-0007-6329-2273
Andrea Aráuz-Chávez Universidad Laica Eloy Alfaro de Manabí Autor/a https://orcid.org/0000-0001-7942-2940

DOI:

https://doi.org/10.70171/wrwxkz66

Palabras clave:

educación superior, ética, inteligencia artificial generativa, integridad académica, pedagogía

Resumen

Justificación: La incorporación de inteligencia artificial generativa en la educación superior ha generado oportunidades para fortalecer la planificación docente, la producción de materiales, el aprendizaje y la evaluación, pero también ha planteado problemas relacionados con la integridad académica, protección de datos, transparencia y formación docente. Objetivo: Proponer un marco ético-pedagógico para orientar la integración responsable de la inteligencia artificial generativa en los procesos educativos de las universidades estatales de Santo Domingo durante 2026. Metodología: Enfoque cualitativo, diseño no experimental y alcance descriptivo-propositivo, mediante la aplicación de los métodos jurídico-doctrinal, analítico, descriptivo, documental y deductivo, a partir de un análisis documental. Resultados: El análisis documental evidenció que la incorporación educativa de la inteligencia artificial generativa requirió principios institucionales relacionados con la transparencia, la responsabilidad, la protección de datos, la capacitación docente, el reconocimiento de su utilización y la comprobación de los contenidos producidos, junto con modificaciones en las prácticas de evaluación orientadas a preservar la autoría de los estudiantes y fortalecer la adquisición de conocimientos. Conclusión: Se identificaron usos educativos, riesgos y criterios de transparencia, formación docente, supervisión humana, integridad académica, evaluación del aprendizaje y protección de datos.

Descargas

Los datos de descarga aún no están disponibles.

Referencias

Acosta-Enriquez, B. G., Arbulú Ballesteros, M. A., Arbulu Perez Vargas, C. G., Orellana Ulloa, M. N., Gutiérrez Ulloa, C. R., Pizarro Romero, J. M., Gutiérrez Jaramillo, N. D., Cuenca Orellana, H. U., Ayala Anzoátegui, D. X., & López Roca, C. (2024). Knowledge, attitudes, and perceived ethics regarding the use of ChatGPT among Generation Z university students. International Journal for Educational Integrity, 20, Article 10. https://link.springer.com/article/10.1007/s40979-024-00157-4 DOI: https://doi.org/10.1007/s40979-024-00157-4

Bhaskar, P., Misra, P., & Chopra, G. (2024). Shall I use ChatGPT? A study on perceived trust and perceived risk towards ChatGPT usage by teachers at higher education institutions. International Journal of Information and Learning Technology, 41(4), 428–447. https://www.emerald.com/ijilt/article-abstract/41/4/428/1224448/Shall-I-use-ChatGPT-A-study-on-perceived-trust-and?redirectedFrom=fulltext DOI: https://doi.org/10.1108/IJILT-11-2023-0220

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://www.mdpi.com/2078-2489/16/4/296 DOI: https://doi.org/10.3390/info16040296

Coates, H., Croucher, G., & Calderon, A. (2025). Governing academic integrity: Ensuring the authenticity of higher thinking in the era of generative artificial intelligence. Journal of Academic Ethics, 23, 2015–2028. https://link.springer.com/article/10.1007/s10805-025-09639-7 DOI: https://doi.org/10.1007/s10805-025-09639-7

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://www.tandfonline.com/doi/full/10.1080/14703297.2023.2190148 DOI: https://doi.org/10.1080/14703297.2023.2190148

Eager, B., & Brunton, R. (2023). Prompting higher education towards AI-augmented teaching and learning practice. Journal of University Teaching and Learning Practice, 20(5). https://www.researchgate.net/publication/371133522_Prompting_Higher_Education_Towards_AI-Augmented_Teaching_and_Learning_Practice DOI: https://doi.org/10.53761/1.20.5.02

Eke, D. O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13, 100060. https://www.sciencedirect.com/science/article/pii/S2666659623000033?via%3Dihub DOI: https://doi.org/10.1016/j.jrt.2023.100060

ElSayary, A. (2024). An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era. Journal of Computer Assisted Learning. https://onlinelibrary.wiley.com/doi/10.1111/jcal.12926 DOI: https://doi.org/10.1111/jcal.12926

Espartinez, A. S. (2024). Exploring student and teacher perceptions of ChatGPT use in higher education: A Q-methodology study. Computers and Education: Artificial Intelligence, 7, 100264. https://www.sciencedirect.com/science/article/pii/S2666920X24000675 DOI: https://doi.org/10.1016/j.caeai.2024.100264

Farazouli, A., Cerratto Pargman, T., Bolander Laksov, K., & McGrath, C. (2025). Navigating uncertainty: University teachers’ experiences and perceptions of generative artificial intelligence in teaching and learning. Studies in Higher Education. https://www.tandfonline.com/doi/full/10.1080/03075079.2025.2550766 DOI: https://doi.org/10.1080/03075079.2025.2550766

Fuller, M., & Barnes, N. (2024). The impact of ChatGPT on teaching and learning in higher education: Exploring the dual perspectives of participants who were students and teachers. New Directions for Higher Education, 2024(207), 31–46. https://onlinelibrary.wiley.com/doi/10.1002/he.20507

Fuller, M., & Barnes, N. (2024). The impact of ChatGPT on teaching and learning in higher education: Exploring the dual perspectives of participants who were students and teachers. New Directions for Higher Education, 2024(207), 31–46. https://onlinelibrary.wiley.com/doi/10.1002/he.20507 DOI: https://doi.org/10.1002/he.20507

Hussain et al. (2024). University teachers at the crossroads: Unpacking their intentions toward ChatGPT's instructional use. .Journal of Applied Research in Higher Education. https://www.emerald.com/jarhe/article-abstract/17/4/1330/1257806/University-teachers-at-the-crossroads-unpacking?redirectedFrom=fulltext DOI: https://doi.org/10.1108/JARHE-10-2023-0463

Karkoulian, S., Sayegh, N., & Sayegh, N. (2025). ChatGPT unveiled: Understanding perceptions of academic integrity in higher education—A qualitative approach. Journal of Academic Ethics, 23, 1171–1188. https://link.springer.com/article/10.1007/s10805-024-09543-6 DOI: https://doi.org/10.1007/s10805-024-09543-6

Kofinas, A. K., Tsay, C.-H., & Pike, D. (2025). The impact of generative AI on academic integrity of authentic assessments within a higher education context. British Journal of Educational Technology, 56, 2522–2549. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13585 DOI: https://doi.org/10.1111/bjet.13585

Leaton Gray, S., Edsall, D., & Parapadakis, D. (2025). AI-based digital cheating at university, and the case for new ethical pedagogies. Journal of Academic Ethics, 23, 2069–2086. https://link.springer.com/article/10.1007/s10805-025-09642-y DOI: https://doi.org/10.1007/s10805-025-09642-y

Liu, Z., & Zhang, W. (2024). A qualitative analysis of Chinese higher education students’ intentions and influencing factors in using ChatGPT: A grounded theory approach. Scientific Reports, 14, 18100. https://www.nature.com/articles/s41598-024-65226-7 DOI: https://doi.org/10.1038/s41598-024-65226-7

Lu, Q., Yao, Y., Xiao, L., Yuan, M., Wang, J., & Zhu, X. (2024). Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing? Assessment & Evaluation in Higher Education, 49(5), 616–633. https://www.tandfonline.com/doi/full/10.1080/02602938.2024.2301722 DOI: https://doi.org/10.1080/02602938.2024.2301722

Lund, B. D., & Naheem, K. T. (2024). Can ChatGPT be an author? A study of artificial intelligence authorship policies in top academic journals. Learned Publishing, 37, 13–21. https://onlinelibrary.wiley.com/doi/10.1002/leap.1582 DOI: https://doi.org/10.1002/leap.1582

Malik, M. A. (2024). Challenges and opportunities about ChatGPT in higher education: A qualitative study about university teachers in Pakistan. Voyage Journal of Educational Studies, 4(2), 315–324. https://vjes.voyageams.com/index.php/vjes/article/view/166 DOI: https://doi.org/10.58622/vjes.v4i2.166

Nicolíc, S., Sandison, C., Haque, R., & Daniel, S. (2024). ChatGPT, Copilot, Gemini, SciSpace and Wolfram versus higher education assessments: An updated multi-institutional study of the academic integrity impacts of generative artificial intelligence on assessment, teaching and learning in engineering. Australasian Journal of Engineering Education. https://www.tandfonline.com/doi/full/10.1080/22054952.2024.2372154 DOI: https://doi.org/10.1080/22054952.2024.2372154

Nikoçeviq-Kurti, E., & Bërdynaj-Syla, L. (2024). ChatGPT integration in higher education: Impacts on teaching and professional development of university professors. Educational Process: International Journal, 13(3), 22–39. https://www.edupij.com/index/arsiv/66/348/chatgpt-integration-in-higher-education-impacts-on-teaching-and-professional-development-of-university-professors DOI: https://doi.org/10.22521/edupij.2024.133.2

Niloy, A. C., Hafiz, R., Hossain, B. M. T., Gulmeher, F., Sultana, N., Islam, K. F., Bushra, F., Islam, S., Hoque, S. I., Rahman, M. A., & Kabir, S. (2024). AI chatbots: A disguised enemy for academic integrity? International Journal of Educational Research Open, 7, 100396. https://www.sciencedirect.com/science/article/pii/S2666374024000785?via%3Dihub DOI: https://doi.org/10.1016/j.ijedro.2024.100396

Perkins, M. (2023). Academic Integrity Considerations of AI Large Language Models in the Post-Pandemic Era: ChatGPT and Beyond. Journal of University Teaching and Learning Practice, 20, Article 7.

https://doi.org/10.53761/1.20.02.07 DOI: https://doi.org/10.53761/1.20.02.07

Peters, M., & Angelov, D. (2025). Redefining assessment tasks to promote students’ creativity and integrity in the age of generative artificial intelligence. International Journal for Educational Integrity, 21, Article 25. https://link.springer.com/article/10.1007/s40979-025-00201-x DOI: https://doi.org/10.1007/s40979-025-00201-x

Qian, Y. (2025). Pedagogical applications of generative AI in higher education: A systematic review of the field. TechTrends, 69, 1105–1120. https://link.springer.com/article/10.1007/s11528-025-01100-1 DOI: https://doi.org/10.1007/s11528-025-01100-1

Rasul, T., Nair, S., Kalendra, D., Robin, M., Santini, F. D. O., Ladeira, W. J., Sun, M., Day, I., Rather, R. A., & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41–56. https://research.aib.edu.au/en/publications/the-role-of-chatgpt-in-higher-education-benefits-challenges-and-f/ DOI: https://doi.org/10.37074/jalt.2023.6.1.29

Sandu, R., Gide, E., & Elkhodr, M. (2024). The role and impact of ChatGPT in educational practices: Insights from an Australian higher education case study. Discover Education, 3, 71. https://link.springer.com/article/10.1007/s44217-024-00126-6 DOI: https://doi.org/10.1007/s44217-024-00126-6

Sigüenza Orellana, J., Andrade Cordero, C., & Chitacapa Espinoza, J. (2024). Validación del cuestionario para docentes: Percepción sobre el uso de ChatGPT en la educación superior. Revista Andina de Educación, 8(1). https://revistas.uasb.edu.ec/index.php/ree/article/view/4847 DOI: https://doi.org/10.32719/26312816.2024.8.1.6

Soleimani, S., Farrokhnia, M., van Dijk, A., & Noroozi, O. (2025). Educators’ perceptions of generative AI: Investigating attitudes, barriers and learning needs in higher education. Innovations in Education and Teaching International, 62(5), 1598–1613. https://www.tandfonline.com/doi/full/10.1080/14703297.2025.2530767 DOI: https://doi.org/10.1080/14703297.2025.2530767

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 1–10. https://www.researchgate.net/publication/369378950_ChatGPT_in_higher_education_Considerations_for_academic_integrity_and_student_learning

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 1–10. https://www.scirp.org/reference/referencespapers?referenceid=3654518 DOI: https://doi.org/10.37074/jalt.2023.6.1.17

Torres-Díaz, J. C., Duart, J. M., Rivera, D., & Beltrán Flandoli, A. (2025). Artificial intelligence and academic integrity: Exploring plagiarism in Ecuadorian universities. International Journal for Educational Integrity, 21, Article 35. https://link.springer.com/article/10.1007/s40979-025-00209-3 DOI: https://doi.org/10.1007/s40979-025-00209-3

Usher, M., Barak, M., & Erduran, S. (2025). What role should higher education institutions play in fostering AI ethics? Insights from science and engineering graduate students. International Journal of STEM Education, 12, Article 51. https://link.springer.com/article/10.1186/s40594-025-00567-x DOI: https://doi.org/10.1186/s40594-025-00567-x

Verano-Tacoronte, D., Bolívar-Cruz, A., & Sosa-Cabrera, S. (2025). Are university teachers ready for generative artificial intelligence? Unpacking faculty anxiety in the ChatGPT era. Education and Information Technologies, 30, 20495–20522. https://link.springer.com/article/10.1007/s10639-025-13585-7 DOI: https://doi.org/10.1007/s10639-025-13585-7

Waltzer, T., Pilegard, C., & Heyman, G. D. (2024). Can you spot the bot? Identifying AI-generated writing in college essays. International Journal for Educational Integrity, 20, Article 11. https://link.springer.com/article/10.1007/s40979-024-00158-3 DOI: https://doi.org/10.1007/s40979-024-00158-3

Wang, H., Dang, A., Wu, Z., & Mac, S. (2024). Generative AI in higher education: Seeing ChatGPT through universities’ policies, resources, and guidelines. Computers and Education: Artificial Intelligence, 7, 100326. https://www.sciencedirect.com/science/article/pii/S2666920X24001292?via%3Dihub DOI: https://doi.org/10.1016/j.caeai.2024.100326

Wang, N., Li, Y., & Cong, F. (2025). University students’ privacy concerns towards generative artificial intelligence. Journal of Academic Ethics, 23(4), 2401–2422. https://link.springer.com/article/10.1007/s10805-025-09658-4 DOI: https://doi.org/10.1007/s10805-025-09658-4

Wenhan Lyu, Shuang Zhang, Tingting Chung, Yifan Sun, Yixuan Zhang. (2025). Understanding the practices, perceptions, and (dis)trust of generative AI among instructors: A mixed-methods study in the U.S. higher education. Computers and Education: Artificial Intelligence, 8, 100383. ISSN 2666-920X, https://doi.org/10.1016/j.caeai.2025.100383. DOI: https://doi.org/10.1016/j.caeai.2025.100383

Yang, E., & Beil, C. (2024). Ensuring data privacy in AI/ML implementation. New Directions for Higher Education, 2024(207), 63–78. https://onlinelibrary.wiley.com/doi/10.1002/he.20509 DOI: https://doi.org/10.1002/he.20509