Inteligencia artificial e inclusión educativa de estudiantes con discapacidad en educación superior peruana
Artificial intelligence and educational inclusion of students with disabilities in Peruvian higher educationContenido principal del artículo
Contexto: La expansión de las tecnologías en educación obliga a evaluar su impacto real en los procesos de inclusión de estudiantes con discapacidad, destacando la necesidad de enfoques adaptativos y participativos. Objetivo: Analizar la relación entre la implementación efectiva de tecnologías de inteligencia artificial adaptativa y la inclusión educativa de estudiantes con necesidades especiales en instituciones de educación superior peruana. Metodología: Se empleó un diseño mixto secuencial explicativo, con una muestra de 285 docentes y 450 estudiantes de 22 universidades, complementado con entrevistas semiestructuradas. El análisis incluyó estadística descriptiva y regresión logística binaria para identificar predictores de implementación efectiva. Resultados: El 54,2 % de las instituciones implementa al menos un sistema de inteligencia artificial para accesibilidad educativa, pero solo el 31,6 % lo hace de manera integral. La regresión logística binaria identificó factores significativos que predicen una implementación efectiva de la inteligencia artificial adaptativa, destacando variables organizacionales y de capacitación docente. Conclusiones: La disponibilidad tecnológica por sí sola no garantiza una inclusión educativa efectiva. Se requiere la adopción de enfoques contextualizados y participativos que integren formación docente, planificación institucional y adaptaciones pedagógicas para maximizar el impacto de la inteligencia artificial adaptativa en la educación inclusiva.
The expansion of technologies in education necessitates an examination of their real impact on the inclusion of students with disabilities. This study analyzes the relationship between the effective implementation of adaptive artificial intelligence technologies and the educational inclusion of students with special needs in Peruvian higher education institutions. A sequential explanatory mixed-methods design was used with a sample of 285 faculty members and 450 students from 22 universities, supplemented by semi-structured interviews. The results show that 54.2% of the institutions implement at least one artificial intelligence system for educational accessibility; however, only 31.6% do so comprehensively. Furthermore, significant predictors of effective adaptive artificial intelligence implementation were identified using binary logistic regression. The study concludes that technological availability does not guarantee effective educational inclusion without contextualized and participatory approaches.
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Cómo citar
Referencias
Acevedo, M., Cabezas, N. M., La Serna, P. A. y Araujo, S. A. (2026). Challenges and opportunities of artificial intelligence in Latin American higher education: A systematic literature review. Revista InveCom, 6(1). https://doi.org/10.5281/zenodo.15508755
Almufareh, M. F., Kausar, S., Humayun, M. y Tehsin, S. (2024). A conceptual model for inclusive technology: advancing disability inclusion through artificial intelligence. Journal of Disability Research, 3(1). https://www.researchgate.net/publication/381004461_A_Conceptual_Model_for_Inclusive_Technology_Advancing_Disability_Inclusion_through_Artificial_Intelligence
Antoninis, M., Alcott, B., Al Hadheri, S., April, D., Fouad, B., Barrios, M. y Caro, D. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? (1st ed.). United Nations Educational,Scientific and Cultural Organization. https://doi.org/10.54676/UZQV8501
Azimkhan, S., Abildinova, G., Khamzina, A., Karymsakova, A. y Karaca, C. (2025). Developing Teacher Digital Competence through Mobile and Interactive Technologies: A Systematic Review Using the TPACK Framework. International Journal of Engineering Pedagogy, 15(3). https://doi.org/10.3991/ijep.v15i3.51653
Basilotta, V., Matarranz, M., Casado, L. A. y Otto, A. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International journal of educational technology in higher education, 19(1), 8. https://doi.org/10.1186/s41239-021-00312-8
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W. y Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International journal of educational technology in higher education, 21(1), 4. https://doi.org/10.1186/s41239-023-00436-z
Cabero, J., Romero, R. y Palacios, A. (2020). Evaluation of teacher digital competence frameworks through expert judgement: The use of the expert competence coefficient. Journal of new approaches in educational research, 9(2), 275-293. https://doi.org/10.7821/naer.2020.7.578
Cajamarca, M. A., Cangas, A. L., Sánchez, S. E. y Pérez, A. G. (2024). Nuevas tendencias en el uso de recursos y herramientas de la Tecnología Educativa para la Educación Universitaria. Journal of Economic Social Science Research, 4(3), 127-150. https://doi.org/10.55813/gaea/jessr/v4/n3/124
Chen, X., Zou, D., Xie, H., Cheng, G. y Liu, C. (2022). Two decades of artificial intelligence in education. Educational Technology Society, 25(1), 28-47. https://www.jstor.org/stable/48647028
De la Torre, R., Calleja, G. y Erro, A. (2023). Pushing limits in higher education: inclusion services’ perspectives on supporting students with learning disabilities in Spanish universities. Journal of Higher Education Policy Management, 45(4), 423-441. https://doi.org/10.1080/1360080X.2023.2190951
Espada, R., González, R. H., López, J. L. y Díaz, M. (2023). Universal design for learning and instruction: Effective strategies for inclusive higher education. Education Sciences, 13(6). https://doi.org/10.3390/educsci13060620
Fernández, J., Montenegro, M. y Fernández, J. M. (2023). Impact of university teachers’ technological training on educational inclusion and quality of life of students with disabilities: A systematic review. International Journal of Environmental Research Public Health, 20(3). https://doi.org/10.3390/ijerph20032576
Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., Luetge, C., Madelin, R., Pagallo, U., Rossi, F., Schafer, B., Valcke, P. y Vayena, E. (2018). AI4People—An ethical framework for a good AI society: Opportunities, risks, principles, and recommendations. Minds machines, 28(4), 689-707. https://doi.org/10.1007/s11023-018-9482-5
Gaitantzi, A. y Kazanidis, I. (2025). The role of artificial intelligence in computer science education: A systematic review with a focus on database instruction. Applied Sciences, 15(7), 3960. https://doi.org/10.3390/app15073960
Gkrimpizi, T. y Peristeras, V. (2022). Barriers to digital transformation in higher education institutions. Proceedings of the 15th International Conference on Theory and Practice of Electronic Governance. https://doi.org/10.1145/3560107.3560135
Hinojo, F. J., Aznar, I., Cáceres, M. P. y Romero, J. M. (2019). Artificial intelligence in higher education: A bibliometric study on its impact in the scientific literature. Education Sciences, 9(1), 51. https://doi.org/10.3390/educsci9010051
Holmes, W. y Tuomi, I. (2022). State of the art and practice in AI in education. European journal of education, 57(4), 542-570. https://doi.org/10.1111/ejed.12533
Hopcan, S., Polat, E., Ozturk, M. E. y Ozturk, L. (2023). Artificial intelligence in special education: A systematic review. Interactive Learning Environments, 31(10), 7335-7353. https://doi.org/10.1080/10494820.2022.2067186
Marcano, P., Acosta, Z., Peñaherrera, M. F., Bustos, G. V. y Luzuriaga, J. M. (2023). Inclusive Education A Comparative Study Between Ecuador And Peru. Journal of Namibian Studies, 34. https://doi.org/10.59670/jns.v33i.1438
Organización de Estados Iberoamericanos. (2024). Diseño Universal para el Aprendizaje en Iberoamérica: aplicación en la educación obligatoria. Organización de Estados Iberoamericanos. https://oei.int/oficinas/secretaria-general/publicaciones/diseno-universal-para-el-aprendizaje-en-iberoamerica-aplicacion-en-la-educacion-obligatoria/
Ouyang, F., Zheng, L. y Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education information technologies, 27(6), 7893-7925. https://doi.org/10.1007/s10639-022-10925-9
Papalexandratou, P., Stathopoulou, A. y Skanavis, C. (2024). The use of artificial intelligence in the education of students with learning disabilities: A systematic review. Global Journal of Engineering Technology Advances, 21(3), 33-49. https://doi.org/10.30574/gjeta.2024.21.3.0223
Park, J., Teo, T. W., Teo, A., Chang, J., Huang, J. S. y Koo, S. (2023). Integrating artificial intelligence into science lessons: Teachers’ experiences and views. International Journal of STEM Education, 10(1), 61. https://doi.org/10.1186/s40594-023-00454-3
Riera, G., Segués, T. y Lago, J. R. (2022). Cooperative learning for cohesion, inclusion, and equity at school and in the classroom. In Global inclusive education: lessons from Spain (pp. 33-46). Springer. https://doi.org/10.1007/978-3-031-11476-2_3
Samaniego, M. V., Orrego, M. C., Barriga, S. F. y Paz, B. S. (2025). Technologies in inclusive education: Solution or challenge? A systematic review. Education Sciences, 15(6), 715. https://doi.org/10.3390/educsci15060715
Selwyn, N. (2021). Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis. E-learning Digital Media, 18(5), 496-510. https://doi.org/10.1177/20427530211022951
Yllescas, L. C., Román, D. G., Varela, M. I., Aguilar, G. E. y Benalcázar, C. L. (2025). Percepción docente sobre la integración de la Inteligencia Artificial en los procesos de Enseñanza-Aprendizaje en universidades ecuatorianas: Teachers’ perception of the integration of Artificial Intelligence in teaching and learning processes at ecuadorian universities. Revista Científica Multidisciplinar G-nerando, 6(2), 4031–4051. https://doi.org/10.60100/rcmg.v6i2.892