Rupture or Continuity? Generative Artificial Intelligence in a Historical Perspective
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| Forfatter: | |
|---|---|
| Format: | artículo original |
| Status: | Versión publicada |
| Fecha de Publicación: | 2026 |
| Beskrivelse: | The emergence of generative artificial intelligence has intensified debates on learning, intellectual autonomy, knowledge construction, and academic integrity in contemporary educational settings. However, many concerns currently associated with these technologies can be traced back to earlier historical stages of technological incorporation. The aim of this paper is to reflect on generative artificial intelligence from a historical perspective, examining its relationship with previous processes linked to the expansion of the Internet, the transformation of digital competencies, educational virtualization during the SARS-CoV-2 pandemic, and the post-pandemic context. Through a theoretical analysis, this paper identifies continuities related to the reproduction of information without personal elaboration, difficulties in critically evaluating content, challenges associated with intellectual autonomy, and tensions concerning academic integrity. It also examines transformations derived from the ability of artificial intelligence systems to generate content and actively participate in tasks traditionally associated with human intellectual activity. The paper concludes that generative artificial intelligence can be understood simultaneously as continuity and transformation within the historical evolution of the relationship between technology, learning, and intellectual autonomy, posing new challenges for contemporary higher education. |
| País: | Portal de Revistas UNA |
| Institution: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Sprog: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/22724 |
| Online adgang: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/22724 |
| Palabra clave: | artificial intelligence critical thinking educational technology higher education learning aprendizaje enseñanza superior inteligencia artificial pensamiento crítico tecnología educativa |