<?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>S2665-02662026000100345</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.778</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desafíos y Perspectivas de la Investigación Formativa en Tiempos de Inteligencia Artificial]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges and Perspectives of Formative Research in Times of Artificial Intelligence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiroz-Valenzuela]]></surname>
<given-names><![CDATA[Roxana Janet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>345</fpage>
<lpage>355</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100345&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En las últimas dos décadas, la investigación formativa se ha consolidado como un proceso clave en la educación superior al integrar la enseñanza, la generación de conocimiento y el desarrollo de competencias investigativas en los estudiantes. En este contexto, el objetivo del presente estudio fue examinar el panorama actual, los principales desafíos y las perspectivas futuras de la investigación formativa en relación con el uso de la inteligencia artificial (IA). La investigación se desarrolló bajo el paradigma humanista, con método sistemático y enfoque cualitativo, diseño narrativo de tópico y de tipo documental informativo. Se analizaron 20 artículos científicos publicados entre 2020 y 2025 e indexados en Scopus, Web of Science y SciELO. El análisis permitió sistematizar los enfoques teóricos, metodológicos y éticos relacionados con la integración de la IA en los procesos educativos y de investigación. Los resultados evidencian que estas tecnologías fortalecen las habilidades investigativas, favorecen la personalización del aprendizaje y permiten el uso de la analítica educativa para el seguimiento del rendimiento académico. Sin embargo, también se identificaron desafíos asociados a la dependencia tecnológica, a los riesgos para la integridad académica y a la persistencia de brechas digitales. Asimismo, se observaron tensiones epistemológicas relacionadas con la autoría, la validez y la fiabilidad de los contenidos generados mediante algoritmos. En síntesis, la investigación formativa en la era de la IA constituye un campo emergente que requiere una integración pedagógica responsable, una alfabetización digital crítica y políticas institucionales orientadas a un uso ético de estas tecnologías.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Over the past two decades, formative research has become a key process in higher education by integrating teaching, knowledge generation, and the development of students' research competencies. In this context, the objective of this study was to examine the current landscape, the main challenges, and the future perspectives of formative research in relation to the use of artificial intelligence (AI). The research was developed under the humanist paradigm, with a systematic method and a qualitative approach, a topical narrative design, and an informative documentary type. Twenty scientific articles published between 2020 and 2025 and indexed in Scopus, Web of Science, and SciELO were analyzed. The analysis made it possible to systematize the theoretical, methodological, and ethical approaches related to the integration of AI into educational and research processes. The results show that these technologies strengthen research skills, favor personalized learning, and allow the use of educational analytics to monitor academic performance. Nevertheless, challenges associated with technological dependence, risks to academic integrity, and the persistence of digital gaps were also identified. Epistemological tensions related to authorship, validity, and reliability of content generated through algorithms were also observed. In summary, formative research in the era of AI constitutes an emerging field that requires responsible pedagogical integration, critical digital literacy, and institutional policies aimed at the ethical use of these technologies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Investigación formativa]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[ética académica]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática.]]></kwd>
<kwd lng="en"><![CDATA[Formative research]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[digital literacy]]></kwd>
<kwd lng="en"><![CDATA[academic ethics]]></kwd>
<kwd lng="en"><![CDATA[systematic review.]]></kwd>
</kwd-group>
</article-meta>
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