Marco de competencias éticas para el docente universitario en la supervisión de la evidencia científica en red
Keywords:
Educación Superior, Ética Digital, Competencias Docentes, Integridad Académica, LatinoaméricaAbstract
Introducción: La saturación de información científica en red y el auge de la inteligencia artificial plantean desafíos éticos sin precedentes en la educación superior. En Latinoamérica, la falta de un marco competencial docente para supervisar la integridad de la evidencia digital compromete la calidad formativa.
Objetivo: Proponer un modelo de competencias éticas para el docente universitario que fortalezca la integridad académica y la calidad de la enseñanza superior en los próximos diez años.
Método: Se empleó un diseño de métodos mixtos que incluyó una revisión de alcance (scoping review) y un consenso de expertos mediante el método Delphi, involucrando a académicos de cinco países de la región.
Resultados: Se definió el modelo MCE-Docente, compuesto por tres dominios: Curación Ética de la Evidencia, Supervisión de IA e Integridad, y Responsabilidad Digital. El consenso de expertos (85 %) destacó la importancia de la auditoría de contenidos sintéticos y la lucha contra la infodemia científica.
Conclusiones: El modelo propuesto trasciende el uso técnico de herramientas digitales, posicionando al docente como un garante ético del conocimiento. Se recomienda su integración en los planes de desarrollo profesional universitario para afrontar los retos de la posverdad.
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