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Artificial Intelligence in Engineering Education: Enhancing Human Capabilities, Not Replacing Them
Inteligencia artificial en la educación en ingeniería: potenciar lo humano, no reemplazarlo
DOI:
https://doi.org/10.15446/ing.investig.121430Keywords:
Artificial intelligence, Critical thinking, Higher education, Ethical responsibility, Interdisciplinarity (en)Inteligencia artificial, Pensamiento crítico, Educación superior, Responsabilidad ética, Interdisciplinariedad (es)
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The irruption of artificial intelligence (AI) in higher education – especially its generative forms, i.e., models capable of producing text, images, or code – has rapidly transformed pedagogical, administrative, and assessment practices in our institutions. We are facing a reconfiguration of the university space that cannot be reduced to the adoption of tools; instead, it demands a critical examination of its epistemic, ethical, and pedagogical implications. Generative AI has established a set of practices that, if not continuously monitored, could compromise the very essence of education in engineering and other disciplines [1].
La irrupción de la inteligencia artificial (IA) en la educación superior —en especial sus formas generativas, i.e., los modelos capaces de producir textos, imágenes o código— ha transformado rápidamente las prácticas pedagógicas, administrativas y evaluativas en nuestras instituciones. Nos encontramos ante una reconfiguración del espacio universitario que no puede reducirse a la adopción de herramientas, sino que exige un examen crítico de sus implicaciones epistémicas, éticas y pedagógicas. La IA generativa ha instaurado una serie de prácticas que, si no se supervisan constantemente, podrían poner en peligro la mismísima esencia de la educación en ingeniería y otras disciplinas [1].
References
[1] A. Abulibdeh, C. Chatti, A. AlKhereibi, and S. Menshawy, “A scoping review of the strategic integration of artificial intelligence in higher education: Transforming university excellence themes and strategic planning in the digital era,” Eur. J. Edu., vol. 60, no. 1, art. e12908, 2025. https://doi.org/10.1111/ejed.12908
[2] S. Khairullah, S. Harris, H. Hadi, R. Sandhu, N. Ahmad, and M. Alshara, M. “Implementing artificial intelligence in academic and administrative processes through responsible strategic leadership in the higher education institutions,” Front. Edu., vol. 10, art. 1548104, 2025. https://doi.org/10.3389/feduc.2025.1548104
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[5] J. M. Sánchez-Torres, L. Chaparro-Díaz, L. K. Herrera-Quintero, S. P. Carreño-Moreno, and Y. E. Sánchez-Mendoza, Recomendaciones para el uso de la inteligencia artificial en actividades de docencia, investigación y extensión universitaria. Bogotá DC, Colombia: Universidad Nacional de Colombia, 2025.
[6] Agencia de Noticias UNAL, “ViejIAs lideran la apropiación crítica de la inteligencia artificial en la UNAL”, Universidad Nacional de Colombia, 2025. [Online]. Available: https://agenciadenoticias.unal.edu.co/detalle/viejias-lideran-la-apropiacion-critica-de-la-inteligencia-artificial-en-la-unal
[7] N. McDonald, A. Johri, A. Ali, and A. H. Collier, “Generative artificial intelligence in higher education: Evidence from an analysis of institutional policies and guidelines,” Comp. Human Behavior. Art. Humans, vol. 3, art. 100121. https://doi.org/10.1016/j.chbah.2025.100121
[8] UNESCO “Recommendation on the ethics of artificial intelligence,” 2021. [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000381137
[9] Departamento Nacional de Planeación, “Política nacional de transformación digital e inteligencia artificial, documento CONPES 4144,” 2023. [Online]. Available: https://colaboracion.dnp.gov.co/CDT/Conpes/Econ%C3%B3micos/4144.pdf
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Copyright (c) 2025 Liz Karen Herrera-Quintero, Jenny Marcela Sánchez-Torres, Lorena Chaparro-Díaz, Sonia Patricia Carreño-Moreno, Yuly Edith Sánchez-Mendoza
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