Technology Rain Journal

Inteligencia artificial generativa como asistente del docente universitario: efectos sobre la carga laboral, la planificación y la evaluación

Gerardo Antonio Félix Zárate

Centro de Bachillerato Tecnológico Agropecuario No. 81, El Fuerte, Sinaloa, México.

https://orcid.org/0009-0004-4344-1284

DOI: https://doi.org/10.55204/trj.v5i1.e154

Palabras clave: inteligencia artificial generativa; educación superior; carga laboral docente; planificación docente; evaluación.

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Resumen

La inteligencia artificial generativa (IAg) está transformando las prácticas docentes en educación superior al incorporarse como herramienta de apoyo en tareas de planificación, evaluación y gestión académica. Este estudio analiza sus efectos sobre la carga laboral del profesorado universitario mediante una revisión sistemática de la literatura siguiendo las directrices PRISMA 2020. Se examinaron publicaciones de 2022 a 2026 recuperadas de Scopus, Web of Science, ScienceDirect, IEEE Xplore y Google Scholar. De 1 260 registros identificados, 42 estudios cumplieron los criterios de elegibilidad y fueron incluidos en la síntesis cualitativa. Los resultados muestran que la IAg puede reducir el tiempo destinado a tareas rutinarias, facilitar la generación y adaptación de materiales y apoyar la elaboración de instrumentos de evaluación y retroalimentación. Sin embargo, también introduce nuevas exigencias asociadas con supervisión, verificación, contextualización, integridad académica y juicio pedagógico. En conjunto, la evidencia indica que la IAg no elimina el trabajo docente, sino que transforma su distribución y complejidad. Su aprovechamiento efectivo depende de la alfabetización en IA, las competencias profesionales y las condiciones institucionales de apoyo para una integración responsable, eficiente y pedagógicamente pertinente en universidades.

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