Inteligencia artificial y tecnologías emergentes aplicadas al cumplimiento de la “tercera misión universitaria”
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https://doi.org/10.62325/10.62325/yachana.v15.n1.2026.1048Palabras clave:
universidad, aprendizaje en línea, motivación, innovación educacionalResumen
El estudio analiza la relación entre neuroeducación, tecnologías emergentes y la tercera misión universitaria en la educación superior ecuatoriana. Se aplicó un enfoque no experimental, transversal y descriptivo-exploratorio con triangulación metodológica basada en observación estructurada, entrevistas y análisis documental, en 135 estudiantes de la carrera de Educación de la Universidad Metropolitana del Ecuador. Los resultados muestran altos niveles de compromiso (90%), colaboración (90%) y participación activa (85%), con una media general de 84,1% (DE = 3,4). El uso de tecnologías emergentes presentó mejor desempeño (87,3%) que la aplicación de principios neuroeducativos (81,9%). Las entrevistas confirmaron mejoras en motivación y personalización del aprendizaje mediante inteligencia artificial, mientras que el análisis documental evidenció coherencia con las políticas nacionales y los Objetivos de Desarrollo Sostenible. Se concluye que la convergencia entre neuroeducación e IA favorece la participación, el aprendizaje significativo y la proyección social universitaria.
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