La inteligencia artificial generativa en la educación superior. Consideraciones desde la pedagogía digital crítica y feminista
DOI:
https://doi.org/10.32870/dse.v0i34.1731Abstract
This critical essay explores the integration of generative artificial intelligence (GenAI) in higher education from the perspective of critical and feminist digital pedagogy. Incorporating GenAI in educational settings has transformative potential but poses significant challenges, especially in the context of higher education. A critical, digital, and feminist pedagogical perspective offers a solid framework for analyzing these dynamics by focusing on the intersection between technology, gender, and education. From this lens, it is critical to address the risks of bias and inequality, while leveraging the opportunities of GenAI to foster more inclusive and equitable educational practices. The key is to embrace technology as a tool of empowerment, rather than a mechanism of oppression. The essay begins with an exposition of the foundations of critical and feminist digital pedagogy. This is followed by a discussion of three key dimensions of GenAI in higher education: power, culture, and gender. Finally, considerations and recommendations for critical and feminist digital praxis in the use of GenAI are presented. This text highlights the need for a nuanced approach to the integration of GGI in higher education, based on feminist principles and committed to social justice. Despite the challenges, GGI presents significant opportunities for improving educational practices. From the standpoint of critical, feminist digital pedagogy, IAG can be leveraged to create more inclusive and participatory learning environments.
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