Keywords

Alfabetización en ia, educación stem, humanidades, aprendizaje interdisciplinario, estrategias de enseñanza, desarrollo curricular

Abstract

La necesidad de alfabetización en inteligencia artificial (IA) se ha convertido en un aspecto fundamental de la educación superior, pero las diferentes disciplinas STEM y humanidades presentan diferentes necesidades de formación y contenido. El estudio examina los estándares de alfabetización en IA y los métodos pedagógicos para estos campos académicos mediante métodos cuantitativos y cualitativos. Un diseño de investigación cuasiexperimental utilizó cuestionarios para 25 estudiantes universitarios, de los cuales 12 pertenecían a campos STEM y 13 a estudios humanísticos. El estudio revela que los estudiantes STEM necesitan competencias técnicas en IA, mientras que los estudiantes de humanidades se centran en la comprensión de los conceptos conceptuales de IA y los efectos éticos y sociales de la inteligencia artificial. Los métodos utilizados para impartir los diferentes materiales difieren, ya que los programas STEM se centran en experiencias de programación y formación en desarrollo de algoritmos, mientras que los cursos de humanidades enseñan habilidades analíticas y conocimientos multidisciplinarios. Los estudiantes de ambos ámbitos identifican la formación insuficiente en IA como deficiente en sus programas académicos. La investigación apoya las clases interdisciplinarias de IA, combinando la instrucción presencial con enfoques de aprendizaje en línea para cerrar esta brecha en la alfabetización en IA. La información recopilada respalda la investigación en educación en IA para desarrollar nuevos estándares curriculares y estrategias gubernamentales que mejoren la competencia en IA en todos los campos académicos.

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Received: 2025-04-06 | Reviewed: 2025-05-02 | Accepted: 2025-05-03 | Online First: 2025-07-21 | Published: 2025-07-24

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Abdullah Alenezi., Abdulhameed Alenezi. (2025). Conocimiento y enseñanza con inteligencia artificial: stem vs. Humanidades. Comunicar, 33(82). 10.5281/zenodo.15996228

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