<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2542-2987</journal-id>
<journal-title><![CDATA[Revista Scientific]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Sci.]]></abbrev-journal-title>
<issn>2542-2987</issn>
<publisher>
<publisher-name><![CDATA[Instituto Internacional de Investigación y Desarrollo Tecnológico Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-29872024000300382</article-id>
<article-id pub-id-type="doi">10.29394/scientific.issn.2542-2987.2024.9.33.18.382-403</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aplicaciones Éticas de Autonomía Cognitiva con Respecto a la Inteligencia Artificial en la Educación Universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Ethical Applications of Cognitive Autonomy Regarding Artificial Intelligence in University Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valderrey Loroño]]></surname>
<given-names><![CDATA[Michael Deivi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Echeverría Guzmán]]></surname>
<given-names><![CDATA[Ángel Yasmil]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Latinoamericana y del Caribe, ULAC  ]]></institution>
<addr-line><![CDATA[Caracas ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Bolivariana del Ecuador, UBE  ]]></institution>
<addr-line><![CDATA[Durán ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>9</volume>
<numero>33</numero>
<fpage>382</fpage>
<lpage>403</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-29872024000300382&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-29872024000300382&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-29872024000300382&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La irrupción de la Inteligencia Artificial (IA) en la educación universitaria plantea desafíos éticos y pedagógicos significativos. Este estudio analiza, desde una perspectiva sociocrítica, las implicaciones éticas de la IA en el contexto de la educación universitaria venezolana, con énfasis en la autonomía cognitiva. La investigación adopta un enfoque cualitativo, utilizando entrevistas a grupos focales, observación participante y revisión documental exhaustiva con estudiantes, docentes y autoridades de la Universidad Latinoamericana y del Caribe (ULAC), sede Caracas, República Bolivariana de Venezuela. Los resultados revelan que la IA está transformando los procesos de enseñanza-aprendizaje mediante tutorías inteligentes, plataformas adaptativas y evaluaciones automatizadas, generando preocupaciones sobre la pérdida de control y la influencia de algoritmos en la toma de decisiones. Se evidencia la necesidad de desarrollar marcos éticos contextualizados que consideren las particularidades socioeconómicas y culturales de Venezuela, así como fortalecer competencias metacognitivas en los estudiantes para preservar su autonomía. Se concluye que la implementación ética de la IA constituye un reto filosófico, pedagógico y sociocultural que requiere reflexión continua para potenciar valores fundamentales en el sistema educativo venezolano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The emergence of Artificial Intelligence (AI) in university education poses significant ethical and pedagogical challenges. This study analyzes, from a socio-critical perspective, the ethical implications of AI in the context of Venezuelan university education, with emphasis on cognitive autonomy. The research adopts a qualitative approach, using focus group interviews, participant observation, and exhaustive document review with students, teachers, and authorities from the Latin American and Caribbean University (ULAC), Caracas headquarters, Bolivarian Republic of Venezuela. The results reveal that AI is transforming teaching-learning processes through intelligent tutoring, adaptive platforms, and automated assessments, raising concerns about loss of control and algorithmic influence in decision-making. There is an evident need to develop contextualized ethical frameworks that consider Venezuela's socioeconomic and cultural particularities, as well as strengthen metacognitive competencies in students to preserve their autonomy. The study concludes that the ethical implementation of AI constitutes a philosophical, pedagogical, and sociocultural challenge requiring continuous reflection to enhance fundamental values in the Venezuelan educational system.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ética]]></kwd>
<kwd lng="es"><![CDATA[autonomía cognitiva]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="en"><![CDATA[ethics]]></kwd>
<kwd lng="en"><![CDATA[cognitive autonomy]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
</kwd-group>
</article-meta>
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