Natural intelligence and artificial intelligence in educational institutions

Authors

  • José Ángel Vera Noriega Universidad de Sonora, Hermosillo, México
  • Francisco Justiniano Velasco Arellanes Universidad de Sonora, Hermosillo, México

Keywords:

Educational systems, Artificial Intelligence, Natural Intelligence, Technology

Abstract

This text reflects on the symbiosis between human and artificial intelligence within the educational context. It argues that far from presenting a threat, the integration of artificial intelligence (AI) in education promises to drive an unprecedented cultural and educational evolution. Based on the belief that educational policies and pedagogical practices will evolve to facilitate this integration, the text contends that the combination of human capabilities with AI will enrich both teaching methodologies and our understanding of the world. It emphasizes the importance of continually adapting educational practices to rapid technological changes while maintaining an ethical focus that ensures benefits for all students. The final reflection of the document underlines that collaboration between human and artificial intelligences is essential for developing effective, inclusive educational solutions, and preparing students for the future.

Downloads

Download data is not yet available.

Author Biographies

José Ángel Vera Noriega, Universidad de Sonora, Hermosillo, México

Doctorado en Psicología en la Universidad Nacional Autónoma de México. Su trabajo en el Centro de Investigación en Alimentación y Desarrollo, Universidad de Sonora, Instituto Tecnológico de Sonora y la Universidad Autónoma Indígena de México consiste en la preparación de cuadros de investigadores en salud y educación. Miembro del Sistema Nacional de Investigadores (nivel II). Miembro titular de la Academia Mexicana de la Ciencia. Su investigación está orientada hacia el diseño de un Modelo de Educación para zonas vulnerables indígenas y rurales; innovar en los procesos de evaluación educativa y estrategias de mejora de la calidad de vida.

Francisco Justiniano Velasco Arellanes, Universidad de Sonora, Hermosillo, México

Doctorado por la Universidad de Guadalajara. Tiene 20 años de experiencia como docente e investigador y por lo menos cinco años como ejecutivo y consultor en instituciones de servicios y productivas como son la industria alimentaria, la construcción y centros de rehabilitación en adicciones; así también cuenta con experiencia en el desarrollo y evaluación de proyectos tecnológicos para CONACYT, siguiendo los Niveles de Madurez de la Tecnología TRLS, en áreas como la farmacología, psicología, alimentos, biomédica y telemática. Ha publicado artículos científicos en revistas nacionales e internacionales en el ámbito del bienestar, la salud, la educación y la criminología.

References

Baker,T, Smith L., & Anissa, N. (2009). Educ-AI-tion Rebooted? Exploring the future of artificial intelligence in schools and colleges NESTA. https://media.nesta.org.uk/documents/Future_of_AI_and_education_v5_WEB.pdf

Belda-Medina, J., Kokošková, V. Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM). Int J Educ Technol High Educ 20, 62 (2023). https://doi.org/10.1186/s41239-023-00432-3

Bell, J. (2014). Doing Your Research Project: A Guide for First-Time Researchers. 6th ed. McGraw-Hill Education.

Brooks, H. (1994). The relationship between science and technology. Research Policy, 23, 477-486. https://doi.org/10.1016/0048-7333(94)01001-3.

Dhawan, S., & Batra, G. (2020). Artificial intelligence in higher education: Promises, perils, and perspective. Expanding Knowledge Horizon. OJAS, 11, 11-22.

Dunne, G. (2015). Beyond critical thinking to critical being: Criticality in higher education and life. International Journal of Educational Research, 71, 86-99. https://doi.org/10.1016/J.IJER.2015.03.003.

Ennis, R. (1993). Critical thinking assessment. Theory Into Practice, 32, 179-186. https://doi.org/10.1080/00405849309543594.

Felker, D., Goering, J., & Linden, K. (1971). Teacher Rigidity and Continuing Education. Journal of Teacher Education, 22, 460 - 463. https://doi.org/10.1177/002248717102200414

Florence, D. (2014). A History of Critical Thinking as an Educational Goal in Graduate Theological Schools. Christian Higher Education, 13, 352 - 361. https://doi.org/10.1080/15363759.2014.949164

Glassman, M., & Burbidge, J. (2014). The Dialectical Relationship between Place and Space in Education: How the Internet Is Changing Our Perceptions of Teaching and Learning.. Educational Theory, 64, 15-32. https://doi.org/10.1111/EDTH.12048

IMCO (2023) Inteligencia artificial el futuro de la educación en México. https://imco.org.mx/wp-content/uploads/2023/06/ElFuturoDeLaEducacion_Reporte_20230614.pdf

Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher, 28, 16 - 46. https://doi.org/10.3102/0013189X028002016

Leonardo, Z. (2004). Critical Social Theory and Transformative Knowledge: The Functions of Criticism in Quality Education. Educational Researcher, 33, 11 - 18. https://doi.org/10.3102/0013189X033006011

Linn, M. (2003). Technology and science education: Starting points, research programs, and trends. International Journal of Science Education, 25, 727 - 758. https://doi.org/10.1080/09500690305017

Linn, M., Shear, L., Bell, P., & Slotta, J. (1999). Organizing principles for science education partnerships: Case studies of students' learning about ‘rats in space’ and ‘deformed frogs’. Educational Technology Research and Development, 47, 61-84. https://doi.org/10.1007/BF02299466

Liu, J. (2023). Research on the future school development path based on artificial intelligence. Advances in Education, Humanities and Social Science Research. https://doi.org/10.56028/aehssr.4.1.376.2023

Luan, H., Géczy, P., Lai, H., Gobert, J., Yang, S., Ogata, H., Baltes, J., Guerra, R., Li, P., & Tsai, C. (2020). Challenges and Future Directions of Big Data and Artificial Intelligence in Education. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.580820

Mayer, R. (2021). The Cambridge Handbook of Multimedia Learning. United Kingdom. Cambridge University Press. https://doi.org/10.1017/9781108894333

Mindigulova, A. A., Vikhman, V. V., & Romm, M. V. (2023, June). The Use of Artificial Inteligence in Education: Opportunities, Limitations, Risks. In 2023 IEEE 24th International Conference of Young Professionals in Electron Devices and Materials (EDM) (pp. 2000-2003). IEEE.

Nathan, M. (2012). Rethinking Formalisms in Formal Education. Educational Psychologist, 47, 125 - 148. https://doi.org/10.1080/00461520.2012.667063

OECD/CAF (2022), Uso estratégico y responsable de la inteligencia artificial en el sector público de América Latina y el Caribe, Estudios de la OCDE sobre Gobernanza Pública, OECD Publishing, Paris, https://doi.org/10.1787/5b189cb4-es

Osetskyi, V., Vitrenko, A., Tatomyr, I., Bilan, S., & Hirnyk, Y. (2020). Artificial intelligence application in education: financial implications and prospects. Financial and credit activity: problems of theory and practice. https://doi.org/10.18371/fcaptp.v2i33.207246

Paek, S., & Kim, N. (2021). Analysis of Worldwide Research Trends on the Impact of Artificial Intelligence in Education. Sustainability. https://doi.org/10.3390/SU13147941

Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30 (2), 34.

Popenici, S., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12. https://doi.org/10.1186/s41039-017-0062-8

Sabzalieva, E., & Valentini, A. (2023). ChatGPT e inteligencia artificial en la educación superior: Guía de inicio rápido. Unesco: Unesdoc. Código de Documento: ED/HE/IESALC/IP/2023/12. Biblioteca Digital. https://unesdoc.unesco.org/ark:/48223/pf0000385146_spa

Turing, A., (1950) I.—COMPUTING MACHINERY AND INTELLIGENCE, Mind, Volume LIX, Issue 236, October 1950, Pages 433–460, https://doi.org/10.1093/mind/LIX.236.433

UNESCO. 2019a. Consenso de Beijing sobre la inteligencia artificial y la educación. Recuperado en 29 de diciembre de 2020, de: https://unesdoc.unesco.org/ark:/48223/pf0000368303

Velasco F. y Vera, N. (en prensa). Datificación y las Tecnologías de GAFAM en el Sistema Educativo Mexicano: Un Análisis Cualitativo en el Contexto del Capitalismo de Vigilancia.Revista Ra Ximhai, vol.20, #2, jul-dic., 2024

Yan, W., & Wang, G. (2021). Research on the development trend of foreign education based on machine learning and artificial intelligence simulation analysis. Journal of Intelligent and Fuzzy Systems, 1-10. https://doi.org/10.3233/JIFS-219133

Yang, J., Peng, L., & Li, J. (2021). Artificial Intelligence Empowered Educational Reform: Current Trends and Considerations. Proceedings of the 2021 6th International Conference on Modern Management and Education Technology（MMET 2021）. https://doi.org/10.2991/assehr.k.211011.044

Zamir, S. (2018). APPRAISING THE IMAGE OF FORMAL EDUCATION BY INFORMAL EDUCATORS. Problems of Education in the 21st Century. https://doi.org/10.33225/pec/18.76.406

Zhang, J., Burgos, D., & Dawson, S. (2019). Advancing open, flexible and distance learning through learning analytics. Distance Education, 40, 303 - 308. https://doi.org/10.1080/01587919.2019.1656151.

Downloads

Published

2024-10-18

How to Cite

Vera Noriega, J. Ángel ., & Velasco Arellanes, F. J. . (2024). Natural intelligence and artificial intelligence in educational institutions. Areté, Doctorate in Education Digital Journal, 10(ee), 69–84. Retrieved from http://caelum.ucv.ve/ojs/index.php/rev_arete/article/view/29453

Issue

Vol. 10 No. ee (2024): Special Edition "Education and Artificial Intelligence: Threats, Challenges and Opportunities"

Section

Artículos de Investigación

License

Copyright (c) 2024 José Ángel Vera Noriega, Francisco Justiniano Velasco Arellanes

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

This journal provides free, immediate access to its content under the principle of making research freely available to the public, which fosters a greater exchange of global knowledge.

Authors who publish in Areté, Revista Digital del Doctorado en Educación, agree to the following terms:

  1. Authors retain copyright and grant the journal the right to be the first publication of the work, as well as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of authorship of the work and initial publication in this journal.
  2. Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book), with an acknowledgement of its initial publication in this journal and not to be used for commercial purposes.
  3. The contents and images included in the articles are the responsibility of the author(s). Areté, Revista Digital del Doctorado en Educación, is not responsible for the information included in them.
  4. Authors agree with the license of use used by the journal, with the self-archiving conditions and with the open access policy.
  5. Authors are allowed to disseminate electronically (e.g., in institutional repositories or on their own website) the published version of their work, as it favors its earlier circulation and dissemination and thus a possible increase in its citation and reach among the academic community.
  6. In case of reuse of published works, the existence and specifications of the license of use must be mentioned, as well as the authorship and original source of publication.

 

Most read articles by the same author(s)