|
|
Please use this identifier to cite or link to this item:
https://repositorio.utn.edu.ec/handle/123456789/18540Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Melo López, Verónica Alexandra | - |
| dc.contributor.author | Basantes Andrade, Andrea Verenice | - |
| dc.contributor.author | Gudiño Mejía, Carla Belén | - |
| dc.contributor.author | Hernández Martínez, Evelyn Estefanía | - |
| dc.date.accessioned | 2026-01-14T20:26:40Z | - |
| dc.date.available | 2026-01-14T20:26:40Z | - |
| dc.date.created | 2025-04-27 | - |
| dc.date.issued | 2026-01-14 | - |
| dc.identifier.issn | 2227-7102 | - |
| dc.identifier.uri | https://repositorio.utn.edu.ec/handle/123456789/18540 | - |
| dc.description.abstract | La inteligencia artificial (IA) es considerada un instrumento fundamental en el ámbito de la educación inclusiva, al ofrecer un medio para mejorar la accesibilidad y personalizar las experiencias de aprendizaje de los estudiantes con discapacidades. Este estudio presenta una revisión integral y sistemática del impacto de la IA en la educación inclusiva, elucidando tanto sus ventajas como los desafíos asociados con su implementación. De acuerdo con las directrices PRISMA, se analizaron estudios publicados entre 2021 y 2024 en bases de datos como Scopus, Web of Science, ScienceDirect y ERIC. Se realizó un análisis bibliométrico utilizando Bibliometrix para identificar tendencias clave, y se empleó ATLAS.ti para organizar temas como accesibilidad, personalización y ética. Los hallazgos demuestran que la IA mejora la accesibilidad mediante la provisión de materiales adaptados, incluyendo descripciones de imágenes para estudiantes con discapacidad visual y transcripciones de audio para aquellos con discapacidad auditiva. Además, alivia la carga administrativa de los docentes, permitiéndoles priorizar la orientación pedagógica. No obstante, persisten varios obstáculos, entre ellos la falta de formación en IA, infraestructura insuficiente y preocupaciones éticas relacionadas con la privacidad y el acceso equitativo a la tecnología. En última instancia, la IA posee un enorme potencial para mejorar la educación inclusiva y fomentar una mayor accesibilidad. Sin embargo, su éxito depende de superar estos desafíos. Este estudio subraya la necesidad de políticas y estrategias que garanticen la utilización ética y sostenible de la IA en entornos inclusivos. | es_EC |
| dc.language.iso | spa | es_EC |
| dc.publisher | Education Sciences | es_EC |
| dc.rights | openAccess | es_EC |
| dc.rights | Atribución-NoComercial-CompartirIgual 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/ec/ | * |
| dc.subject | INTELIGENCIA ARTIFICIAL | es_EC |
| dc.subject | EDUCACIÓN INCLUSIVA | es_EC |
| dc.subject | ACCESO A LA EDUCACIÓN | es_EC |
| dc.subject | NECESIDADES EDUCACIONALES | es_EC |
| dc.title | El impacto de la inteligencia artificial en la educación inclusiva: una revisión sistemática | es_EC |
| dc.type | Article | es_EC |
| dc.description.degree | N/A | es_EC |
| dc.coverage | Ibarra. Ecuador | es_EC |
| dc.contributor.orcid | https://orcid.org/0000-0001-8410-2343 | es_EC |
| dc.contributor.orcid | https://orcid.org/0000-0003-1045-2126 | es_EC |
| dc.contributor.orcid | https://orcid.org/0000-0001-5235-0166 | es_EC |
| dc.contributor.orcid | https://orcid.org/0000-0003-4043-7832 | es_EC |
| dc.title.en | The impact of artificial intelligence on inclusive education: A systematic review | es_EC |
| dc.subject.en | ARTIFICIAL INTELLIGENCE | es_EC |
| dc.subject.en | INCLUSIVE EDUCATION | es_EC |
| dc.subject.en | ACCESS TO EDUCATION | es_EC |
| dc.subject.en | EDUCATIONAL NEEDS | es_EC |
| dc.description.abstract-en | Artificial intelligence (AI) is regarded as a pivotal instrument in the realm of inclusive education, offering a means to enhance accessibility and personalize learning experiences for students with disabilities. This study presents a comprehensive and systematic review of the impact of AI on inclusive education, elucidating both its advantages and the challenges associated with its implementation. In accordance with the PRISMA guidelines, studies published between 2021 and 2024 in databases including Scopus, Web of Science, ScienceDirect, and ERIC were subjected to analysis. A bibliometric analysis was conducted using Bibliometrix to identify key trends, and ATLAS.ti was employed to organize topics such as accessibility, personalization, and ethics. The findings demonstrate that AI enhances accessibility through the provision of adapted materials, including image descriptions for visually impaired students and audio transcripts for those with hearing impairments. Furthermore, it alleviates the administrative burden on educators, enabling them to prioritize pedagogical guidance. Nevertheless, several obstacles persist, including a dearth of AI training, inadequate infrastructure, and ethical concerns regarding privacy and equitable access to technology. Ultimately, AI holds immense promise for enhancing inclusive education and fostering greater accessibility. However, its success hinges on surmounting these challenges. This study underscores the necessity for policies and strategies that ensure the ethical and sustainable utilization of AI in inclusive environments. | es_EC |
| dc.identifier.doi | https://www.mdpi.com/2227-7102/15/5/539#:~:text=The%20findings%20demonstrate%20that%20AI,for%20those%20with%20hearing%20impairments | es_EC |
| Appears in Collections: | Artículos | |
Files in This Item:
There are no files associated with this item.
This item is protected by original copyright |
This item is licensed under a Creative Commons License
