IA generativa en educación superior: adopción, fines de uso y competencias percibidas en nativos digitales
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https://doi.org/10.17979/redma.2025.29.2.12733Resumen
La IA generativa se ha consolidado en la educación superior, pero su aportación competencial sigue en debate. Este estudio explora el uso y la percepción de la IA generativa entre nativos digitales universitarios de titulaciones tecnocreativas en una universidad española. Mediante una encuesta anónima (N=138), analizamos perfiles de adopción, fines de uso, recursos complementarios y contribución percibida al desarrollo de competencias del plan de estudios. Los resultados evidencian una adopción amplia pero selectiva: predominan usos instrumentales y de ideación (apoyo a tareas académicas, inspiración) junto con prácticas de triangulación con fuentes externas y aprendizaje mayoritariamente autodidacta. En cambio, no se atribuyen mejoras generalizadas en competencias de orden superior (creatividad, pensamiento crítico, emprendimiento), percibiéndose la IA más como alfabetización digital transversal que como ventaja competitiva. Concluimos que es necesario transitar del uso instrumental al estratégico mediante andamiaje pedagógico, evaluación con trazabilidad y una alineación currículo-empleabilidad basada en evidencias.
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