<?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>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662025000100245</article-id>
<article-id pub-id-type="doi">10.37843/rted.v18i1.614</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia Artificial y Educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Artificial Intelligence and Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Márquez]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[Guadalajara ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2025</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>245</fpage>
<lpage>257</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662025000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662025000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662025000100245&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Hablar de inteligencia artificial (IA) es hacerlo de un campo de la informática capaz de realizar operaciones similares a las de la mente humana, como el razonamiento lógico y el aprendizaje, que en los últimos años ha permeado todos los ámbitos sociales con gran aceptación. El objetivo de la presente investigación fue identificar las realidades y retos en el uso de la IA en los sistemas educativos formales. La investigación se fundamentó bajo método interpretativo, paradigma hermenéutico, enfoque cualitativo, con diseño narrativo descriptivo de tipo documental bibliográfico y de corte transversal, tomando en consideración los documentos científicos publicados en los últimos 5 años, de los cuales se eligieron 20, a partir de sus coincidencias con el presente trabajo, y la saturación y análisis de las categorías resultantes se hizo por medio del Software MAXQDA. Los resultados son coincidentes con otros estudios realizados recientemente, en el sentido de que la inteligencia artificial es considerada una tecnología disruptiva, con potencial para innovar la educación, pero donde también se afirma que esto dependerá, en gran medida, de la implementación de programas integrales de alfabetización digital para docentes y alumnos, sin dejar de lado aspectos como la aplicación de normas éticas y el respeto a los derechos de autor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Artificial intelligence (AI) is a field of computing capable of performing operations similar to those of the human mind, such as logical reasoning and learning, which, in recent years, has permeated all social spheres with great acceptance. The objective of this research was to identify the realities and challenges in the use of AI in informal educational systems. The research was based on an interpretive method, a hermeneutic paradigm, and a qualitative approach, with a descriptive narrative design of a bibliographic and cross-sectional documentary type, taking into consideration the scientific documents published in the last 5 years, of which 20 were chosen, based on their coincidences with the present work. The saturation and analysis of the resulting categories were done through the MAXQDA Software. The results are consistent with other recent studies, in the sense that artificial intelligence is considered a disruptive technology with the potential to innovate education, but which also states that this will depend, to a large extent, on the implementation of comprehensive digital literacy programs for teachers and students, without leaving aside aspects such as the application of ethical standards and respect for copyright.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[realidades]]></kwd>
<kwd lng="es"><![CDATA[retos]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[realities]]></kwd>
<kwd lng="en"><![CDATA[challenges]]></kwd>
</kwd-group>
</article-meta>
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