Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Generative Artificial Intelligence (GenAI), exemplified by models such as DeepSeek and ChatGPT, is rapidly reshaping education by fostering new pedagogical approaches, including personalized learning, adaptive feedback, and multi-modal instruction. This pedagogical transformation has led to a growing number of review studies examining the applications of GenAI applications across diverse educational contexts. Existing reviews tend to concentrate on various dimensions, such as educational levels, subject domains, or particular GenAI tools and their applications to support teaching and learning. However, to the best of our knowledge, no meta-review has yet been conducted to systematically examine and consolidate the findings of existing review studies on GenAI in education. To address this gap, the present study conducts a systematic...

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Tipo: informe

Temas: inteligencia artificial

Resumen:

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The OECD Digital Education Outlook 2026 explores emerging research on the use of generative AI in education and presents innovative tools and applications that show promise. The report examines the use of generative AI in different teaching and learning scenarios: by students to learn subject knowledge, by students and teachers together as part of instruction, and by teachers alone to support their work in the classroom. The Outlook also showcases how generative AI can enhance the efficiency of education institutions and systems, such as research, analysis of learning pathways and support for study advisors. While highlighting...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

Given the potential applications of generative AI (GenAI) in education and its rising interest in research, this systematic review mapped the thematic landscape of 407 publications indexed in the Web of Science, ScienceDirect and Scopus. Using EPPI Reviewer, publication type, educational level, disciplines, research areas and applications of GenAI were extracted. Eight discursive themes were identified, predominantly focused on ‘application, impact and potential’, ‘ethical implication and risks’, ‘perspectives and experiences’, ‘institutional and individual adoption’, and ‘performance and intelligence’. GenAI was conceptualised as a tool for ‘pedagogical enhancement’, ‘specialised training and practices’, ‘writing assistance and productivity’, ‘professional skills and development’, and as an ‘interdisciplinary learning tool’. Key gaps...

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Tipo: guía

Temas: inteligencia artificial

Resumen:

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Publicly available generative AI (GenAI) tools are rapidly emerging, and the release of iterative versions is outpacing the adaptation of national regulatory frameworks. The absence of national regulations on GenAI in most countries leaves the data privacy of users unprotected and educational institutions largely unprepared to validate the tools. UNESCO's first global guidance on GenAI in education aims to support countries to implement immediate actions, plan long-term policies and develop human capacity to ensure a human-centred vision of these new technologies. The guidance presents an assessment of...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

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Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistinguishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, this article brings together 43 contributions from experts in fields such as computer science, marketing, information systems, education, policy, hospitality and tourism, management, publishing, and nursing. The contributors acknowledge ChatGPT...

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Tipo: libro

Temas: adquisición de segundas lenguas

Resumen:

Manual de referencia sobre la investigación en adquisición de segundas lenguas: los datos de interlengua, los factores del aprendiz, el papel del input y la interacción, y las teorías que han intentado explicarlos.

Su traducción al español lo convirtió en la puerta de entrada al campo para varias promociones de profesores de ELE.

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Tipo: libro

Metodología: estudio empírico

Temas: reflexión docente

Resumen:

Procedimientos para que el profesor investigue su propia clase: diarios, grabaciones, observación entre colegas y análisis de la interacción, con el objetivo de convertir la experiencia en conocimiento.

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Tipo: libro

Temas: expresión escrita

Resumen:

Panorama del campo de la escritura en segunda lengua como disciplina: sus preguntas, sus métodos y su relación con la enseñanza de lenguas y con los estudios de composición.

Contiene el capítulo de Charlene Polio «Research methodology in second language writing research: the case of text-based studies», una revisión de cómo se investiga la escritura a partir de los propios textos.

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Tipo: libro

Temas: enfoque por tareas

Resumen:

Reúne la investigación sobre la tarea como unidad de aprendizaje, de enseñanza y de evaluación, con especial atención a cómo el diseño y las condiciones de la tarea afectan a la producción del aprendiz.

Contiene el capítulo de Merrill Swain y Sharon Lapkin «Focus on form through collaborative dialogue: exploring task effects».

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