Tecnologías digitales y formación profesional: el caso de los especialistas en interacción humana

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2026.20.01.10

Palabras clave:

formación profesional de especialistas, tecnologías digitales, diagnóstico, digitalización del entorno educativo, inteligencia artificial

Resumen

Este estudio tiene como objetivo fundamentar y verificar experimentalmente la efectividad de la integración de tecnologías digitales e inteligencia artificial (IA) en la formación profesional de futuros especialistas en interacción humana en la educación superior. Se llevó a cabo un diseño cuasi experimental de métodos mixtos con una estructura de grupo de control pretest-postest durante 2022-2025. Los participantes fueron estudiantes de pregrado y posgrado de especialidades sociohumanitarias y pedagógicas. La preparación profesional se definió como un constructo multidimensional que incluye componentes motivacionales, procedimentales, creativos y reflexivos-evaluativos. Los datos se recopilaron mediante cuestionarios, pruebas basadas en competencias, tareas creativas, observación y evaluación reflexiva. Se aplicó la prueba de chi-cuadrado de Pearson (χ²; p < .05) para determinar la significancia estadística. En la etapa inicial, la mayoría de los estudiantes demostraron bajos niveles de preparación (motivacional - 56%; procedimental - 62%; creativo - 38%). Tras la implementación del modelo pedagógico digital en el Grupo Experimental, la proporción de estudiantes con niveles altos aumentó significativamente: motivacional (4%→29%), procedimental (20%→47%), creativo (10%→29%) y reflexivo-evaluativo (28%→44%). Los valores de χ² del postest superaron el umbral crítico (5,991), lo que confirma diferencias estadísticamente significativas entre los grupos. Los hallazgos demuestran que un entorno educativo digital estructurado que integra herramientas basadas en IA mejora significativamente la preparación profesional. El estudio valida empíricamente un modelo multicomponente de formación de la preparación y respalda la eficacia pedagógica de la integración de IA en la educación superior.

Biografía del autor/a

Tetiana Zenchenko, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.

Candidate of Pedagogical Science, Associated Professor, Head of Theory and Methods of Primary Education Department, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.

Tetianа Tsehelnyk, Volodymyr Hnatyuk Ternopil National Pedagogical University, Ukraine. 

Doctor of Philosophy, Associate Professor of the Department of Special and Inclusive Education, Faculty of Pedagogy and Psychology, Volodymyr Hnatyuk Ternopil National Pedagogical University, Ukraine. 

Liudmyla Korobchuk, Lutsk National Technical University, Ukraine. 

PhD in Education, Associate Professor, Department of Ecology, Lutsk National Technical University, Ukraine. 

Mykhailo Chuvasov, Volodymyr Vynnychenko Central Ukrainian State University, Ukraine. 

Doctor of Philosophy, Doctoral Candidate, Volodymyr Vynnychenko Central Ukrainian State University, Ukraine. 

Anastasiia Nevelia, Drahomanov Ukrainian State University, Ukraine.

PhD. Student, Department of Social Work, Faculty of Special Education and Social Policy, Drahomanov Ukrainian State University, Ukraine.

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Publicado

2026-03-30

Cómo citar

Zenchenko, T., Tsehelnyk, T., Korobchuk, L., Chuvasov, M., & Nevelia, A. (2026). Tecnologías digitales y formación profesional: el caso de los especialistas en interacción humana. Revista Eduweb, 20(1), 159–177. https://doi.org/10.46502/issn.1856-7576/2026.20.01.10

Número

Vol. 20 Núm. 1 (2026)

Sección

Artículos

Licencia

Derechos de autor 2026 Tetiana Zenchenko, Tetianа Tsehelnyk, Liudmyla Korobchuk, Mykhailo Chuvasov, Anastasiia Nevelia

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

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