Adaptación tecnológica del sistema educativo y científico de Ucrania en el Siglo XXI: crisis humanitaria
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.03.13Palabras clave:
Adaptación, digitalización, educación, inteligencia artificial, tecnologíaResumen
El objetivo de este artículo es explorar la adaptación tecnológica de los sistemas educativos y científicos de Ucrania en el siglo XXI en el contexto de una crisis humanitaria. Para este tema se utilizó el enfoque científico PRISMA, que permitió seleccionar la bibliografía más relevante (se encontraron un total de 46 fuentes científicas). Los resultados muestran que las instituciones educativas se han adaptado activamente a las nuevas realidades mediante la introducción de soluciones EdTech modernas, incluyendo plataformas como Zoom, Moodle, Google Classroom, Coursera y Diya.Osvita. En la transformación digital se prestó especial atención al desarrollo del aprendizaje personalizado, la automatización de la evaluación, el uso de modelos de lenguaje de inteligencia artificial y las herramientas analíticas. En general, el análisis EdTech tiene el mayor potencial de escalabilidad. La IA ha comenzado a utilizarse en el aprendizaje adaptativo, la evaluación automática y la traducción, pero su implementación sigue siendo insuficiente, en parte debido a problemas financieros y técnicos. Las cuestiones más críticas son la desigualdad digital, la debilidad de las infraestructuras en las regiones rurales y fronterizas y la fragmentación del espacio educativo. Las conclusiones destacan el potencial de la introducción de soluciones digitales, siempre que se superen los aspectos negativos.
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Derechos de autor 2025 Olga Funtikova, Tetiana Andrushchenko, Olha Pimenova, Olena Нrechanovska, Iryna Batareina
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
