El uso de la inteligencia artificial generativa como mediadora del pensamiento crítico y la autonomía del aprendizaje en la educación superior

Esther Amelia Escobar vite; Briceida Katherine Escobar Vite; Isabel Edith Ayala Palma; Sandi de las Mercedes Acosta Gaibor

doi:10.63803/prisma.v2n1.01

Authors

Esther Amelia Escobar vite Unidad Educativa Simón Bolivar Author
Briceida Katherine Escobar Vite Escuela de Educación Básica Pedro J. Menéndez Navarro Author https://orcid.org/0009-0007-0764-238X
Isabel Edith Ayala Palma Ministerio de Educación del Ecuador Author https://orcid.org/0009-0008-0013-3424
Sandi de las Mercedes Acosta Gaibor Unidas Educativa Aurora Estrada y Ayala de Ramirez Perez Author

DOI:

https://doi.org/10.63803/prisma.v2n1.01

Keywords:

Artificial intelligence, Critical thinking, Learning autonomy, Higher education, Pedagogical mediation

Abstract

This article examines the role of generative artificial intelligence (GAI) as a mediator of critical thinking and learning autonomy in higher education. The expansion of tools such as ChatGPT, Gemini, and Copilot has transformed teaching and learning processes by offering conversational environments capable of dynamically generating, analyzing, and reflecting on information. However, this technological mediation raises ethical and pedagogical challenges related to cognitive dependence, authorship, and the reliability of information. The study argues that the critical and formative integration of GAI in higher education can enhance student autonomy and critical thinking when guided by metacognitive strategies, formative assessment, and ethical supervision.

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