AI and bilingual education framed within significant learning: a critical reflection

Wilder Yesid Escobar Alméciga; Daniel Hernando Rojas Rodríguez; Fabián Benavides Jiménez

doi:10.22481/praxisedu.v21i52.17107

Autores

Wilder Yesid Escobar Alméciga Universidad El Bosque https://orcid.org/0000-0002-5082-6236
Daniel Hernando Rojas Rodríguez Universidad El Bosque https://orcid.org/0000-0002-3661-0287
Fabián Benavides Jiménez Universidad El Bosque https://orcid.org/0000-0003-4515-8461

DOI:

https://doi.org/10.22481/praxisedu.v21i52.17107

Palavras-chave:

inteligência artificial, bilinguismo, Educação Bilíngue, Ensino Superior, instrução, aprendizagem

Resumo

A Inteligência Artificial (IA) desempenha um papel cada vez mais relevante na educação, particularmente no Programa de Ensino de Educação Bilíngue (UBETP). Esta reflexão, baseada em uma revisão de literatura, analisa o impacto da IA na educação através do modelo de Aprendizagem Significativa proposto por Dee Fink, o qual faz parte da filosofia pedagógica institucional. A revisão foi realizada em cinco bases de dados: Redalyc, Scielo, Proquest, Science Direct e Eric, identificando três áreas-chave de influência da IA: aprendizagem autônoma, processos administrativos e apoio à instrução. No entanto, surgem preocupações relacionadas à equidade, transparência e autonomia docente, pois os sistemas de IA podem perpetuar vieses e limitar a autonomia dos educadores. Embora a IA contribua de maneira eficaz para a assimilação de informações e a interação cognitiva, ela é menos eficiente na mediação de processos reflexivos e emocionais, que são fundamentais para uma educação integral. Por isso, a IA deve ser considerada um complemento aos métodos tradicionais, e não um substituto.

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Biografia do Autor

Wilder Yesid Escobar Alméciga, Universidad El Bosque

Ph.D. in Foreign and Second Language Education from the State University of New York at Buffalo, NY, He is currently a full-time professor and Chair of the Bilingual Education program at Universidad El Bosque. Member of the "Investigación y Educación UNBOSQUE" research group.

His contributions to the research article included conceptualizing and reflecting on the influence of AI in education, bilingualism, and bilingual education, as well as drafting, supporting the writing, and providing thorough review and editing.

Daniel Hernando Rojas Rodríguez, Universidad El Bosque

Researcher and professor currently affiliated with Universidad El Bosque. Master’s degrees in education with a specialization in Higher Education Teaching and another in Inclusive and Intercultural Education. At present, he teaches in the undergraduate program of Bilingual Education at Universidad El Bosque. Member of the "Investigación y Educación UNBOSQUE" research group. His contributions were key in conceptualizing artificial intelligence and the social implications of learning in English as a Foreign Language (EFL).

Fabián Benavides Jiménez, Universidad El Bosque

Doctorate degree in Social Studies at Universidad Jorge Tadeo Lozano, He is presently a full-time professor at Universidad El Bosque and an active member of the "Investigación y Educación UNBOSQUE" research group. Contributions have been instrumental in analyzing and establishing connections between Artificial Intelligence and Fink’s theory of significant learning experiences.

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