El rol de la Inteligencia Artificial en el pensamiento crítico de estudiantes de Ingeniería: retos y oportunidades.
Resumen
En este artículo se analiza el impacto que han tenido estas tecnologías en el desarrollo del pensamiento crítico de los estudiantes de ingeniería. Se reporta una revisión de la literatura en la que se identifican las oportunidades de la IA para potenciar las competencias cognitivas, así como los riesgos que puede tener su uso indiscriminado, tales como la dependencia tecnológica, disminución del compromiso cognitivo e incluso problemas de integridad académica. Del análisis realizado, se concluye que la integración reflexiva, ética y pedagógica de la IA puede fortalecer el pensamiento crítico, siempre que se acompañe de adecuadas estrategias didácticas que fomenten la evaluación crítica de los contenidos que son generados por estas herramientas.
Citas
Alghazo, M., Ahmed, V., Bahroun, Z., & Saboor, S. (2025). Generative AI in Mechanical Engineering Education: Enablers, Challenges, and Implementation Pathways [Article]. Sustainability (Switzerland), 17(23), Article 10817. https://doi.org/10.3390/su172310817
Cañavate, J., Martinez-Marroquin, E., & Colom, X. (2025). Engineering a Sustainable Future Through the Integration of Generative AI in Engineering Education [Article]. Sustainability (Switzerland), 17(7), Article 3201. https://doi.org/10.3390/su17073201
Eleje, L. I., Ezeugo, N. C., Esomonu, N. P. M., Metu, I. C., Anierobi, E. I., Mbelede, N. G., Nwosu, K. C., Ezeonwumelu, V. U., Ufearo, F. N., & Eleje, G. U. (2025). Artificial intelligence adoption in higher education in Nigeria [Article]. Discover Artificial Intelligence, 5(1), Article 335. https://doi.org/10.1007/s44163-025-00452-0
Guo, H., Zhou, Z., Ma, F., & Ning, Z. (2025). Critical thinking and AI-Assisted creativity in engineering education: differences between Undergraduate, Master’s, and doctoral students [Article]. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13844-7
Kassenkhan, A. M., Moldagulova, A. N., & Serbin, V. V. (2025). Gamification and Artificial Intelligence in Education: A Review of Innovative Approaches to Fostering Critical Thinking [Article]. IEEE Access, 13, 98699-98728. https://doi.org/10.1109/ACCESS.2025.3576147
Khodadad, D. (2025). ChatGPT in engineering education: a breakthrough or a challenge? [Article]. Physics Education, 60(4), Article 045006. https://doi.org/10.1088/1361-6552/add073
Lei, Y., Liu, J., Fu, X., Zhao, J., & Yi, B. (2025). The Effects of a Generative AI-Enabled CDIO Teaching Model on Undergraduates' Computational Thinking and Individual Psychological Constructs [Article]. Computer Applications in Engineering Education, 33(5), Article e70075. https://doi.org/10.1002/cae.70075
Li, C. J., Hwang, G. J., Chang, C. Y., & Su, H. C. (2025). Generative AI-supported progressive prompting for professional training: Effects on learning achievement, critical thinking, and cognitive load [Article]. British Journal of Educational Technology, 56(6), 2550-2572. https://doi.org/10.1111/bjet.13594
Navarro-Arcas, A., Llorca-Schenk, J., Sentana-Gadea, I., Campillo-Davó, N., & Velasco-Sánchez, E. (2025). Mechanical Design Competition as a Strategy for Skill Development in Engineering: Integrating Artificial Intelligence and the SDGs and Its Educational Impact [Article]. Education Sciences, 15(12), Article 1650. https://doi.org/10.3390/educsci15121650
Nikolic, S., Daniel, S., Haque, R., Belkina, M., Hassan, G. M., Grundy, S., Lyden, S., Neal, P., & Sandison, C. (2023). ChatGPT versus engineering education assessment: a multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity [Article]. European Journal of Engineering Education, 48(4), 559- 614. https://doi.org/10.1080/03043797.2023.2213169
Oliva-Córdova, L. M., Álvarez-Icaza, I., & George-Reyes, C. E. (2025). Evaluation of Generative AI Use to Foster Critical Thinking in Higher Education. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 20, 237-243. https://doi.org/10.1109/RITA.2025.3597848
Phua, J. T. K., Neo, H. F., & Teo, C. C. (2025). Evaluating the Impact of Artificial Intelligence Tools on Enhancing Student Academic Performance: Efficacy Amidst Security and Privacy Concerns [Article]. Big Data and Cognitive Computing, 9(5), Article 131. https://doi.org/10.3390/bdcc9050131
Ravi, M. (2025). Using the TPACK Framework for Gen-AI Enabled Learning Activities: Design, Delivery and Evaluation [Article]. Journal of Engineering Education Transformations, 38(Special Issue 2), 175-181. https://doi.org/10.16920/jeet/2025/v38is2/25021
Sanchez-Londono, D., Posada-Ceron, S., Barbieri, G., & Rodriguez, C. F. (2022). A design of machinery learning activity to develop critical thinking [Article]. International Journal of Mechanical Engineering Education, 50(3), 704-725. https://doi.org/10.1177/03064190211057824
Sánchez-Ruiz, L. M., Moll-López, S., Nunez-Perez, A., Moraño Fernández, J. A., & Vega-Fleitas, E. (2023). ChatGPT Challenges Blended Learning Methodologies in Engineering Education: A Case Study in Mathematics [Article]. Applied Sciences (Switzerland), 13(10), Article 6039. https://doi.org/10.3390/app13106039
Singh, A., Guan, Z., & Rieh, S. Y. (2025). Enhancing Critical Thinking in Generative AI Search with Metacognitive Prompts [Article]. Proceedings of the Association for Information Science and Technology, 62(1), 672-684. https://doi.org/10.1002/pra2.1287
Syahri, B., Refdinal, R., Indrawan, E., Media, A., & Rifelino, R. (2025). AI-PBL Framework: Innovative Problem Based Learning Model Supported by Artificial Intelligence Technology [Article]. Data and Metadata, 4, Article 1116. https://doi.org/10.56294/dm20251116
Tsinakos, A., Teazi, N., & Tsinakou, S. (2025). The Psychological Effects of AI Learning Assistants in Immersive Virtual Reality Environments [Article]. Information (Switzerland), 16(12), Article 1062. https://doi.org/10.3390/info16121062
Wu, Y., Zhang, W., & Lin, C. (2025). Generative Artificial Intelligence in University Education [Article]. IT Professional, 27(2), 69-74. https://doi.org/10.1109/MITP.2025.3545629
Zhou, Z., Guo, H., Ma, F., Yang, C., & Gao, Y. (2025). The chain mediating role of critical thinking and AI self-efficacy in GenAI usage competence and engineering students’ creativity [Article]. Scientific Reports, 15(1), Article 35945. https://doi.org/10.1038/s41598-025-21132-0
