La transición de Educación 5.0 a Educación 6.0 en universidades: Paradigmas emergentes, IA generativa y responsabilidad social
DOI:
https://doi.org/10.70208/3007.8245.v5.n3.213Palabras clave:
Educación 5.0, inteligencia artificial generativa, competencias digitales, docencia, responsabilidad social universitariaResumen
Esta investigación examina la transición de modelos consolidados de Educación 5.0 hacia paradigmas emergentes de Educación 6.0 en universidades, mediante una revisión narrativa de literatura que sintetiza múltiples fuentes bibliográficas especializadas. El estudio analiza los fundamentos teóricos de Educación 5.0 basados en el modelo Quintuple Helix, el rol catalizador de la inteligencia artificial generativa en innovación pedagógica, y el desarrollo crítico de competencias digitales docentes según marcos DigCompEdu y UNESCO ICT. Se examinan iniciativas pioneras de universidades latinoamericanas: UNAM con macroentrenamiento en IA para 1,600+ estudiantes, USP con el Center for Artificial Intelligence (250+ investigadores), UC Chile con el Centro Nacional CENIA, y Tecnológico de Monterrey con campus virtuales holográficos. La evidencia sintetizada de revisiones sistemáticas previas documenta que instituciones con enfoques 5.0 incrementan 34% la satisfacción estudiantil y 28% la eficiencia académica. Se identifican desafíos éticos emergentes que requieren marcos de gobernanza tecnológica adaptativa, equilibrando innovación con valores humanísticos. El estudio aporta teóricamente un marco conceptual integrador para comprender la evolución de modelos educativos digitalizados, y prácticamente proporciona directrices para la implementación de ecosistemas de aprendizaje inteligentes centrados en el desarrollo humano sostenible y la equidad educativa.
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