Editorial
Artificial Intelligence and Higher Education: Between Transformation and Critical Reflection
DOI:
https://doi.org/10.5377/ryr.v1i62.21733Keywords:
Editorial, artificial intelligence, higher educationAbstract
The monographic topic responded to a concern shared in the academic environment: how does AI redefine the role of the teacher, assessment methods, educational management, or the very meaning of learning? The contributions gathered in this issue show that AI impacts pedagogical, ethical, cognitive, communicative, and organizational dimensions, and that its analysis requires perspectives from areas such as education, ethics, cognitive science, communication, and organizational management. The contributions gathered in this issue show that AI impacts pedagogical, ethical, cognitive, communicative, and organizational dimensions, and that its analysis requires perspectives from areas such as education, psychology, law, data science, economics, design, applied linguistics, philosophy, and learning technologies. Therefore, this issue set out to articulate a pluralistic overview that would allow for an understanding of both the pedagogical, methodological, and institutional opportunities offered by AI, as well as the risks associated with cognitive dependence, algorithmic biases, loss of autonomy, and emerging ethical challenges in higher education.
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© Universidad Francisco Gavidia
Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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