Prácticas remotas inteligentes
un estudio cualitativo del PREVIEW RIB y el papel estructurante de la inteligencia artificial educativa
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https://doi.org/10.46661/ijeri.12788Palabras clave:
prácticas remotas inteligentes, inteligencia artificial educativa, analítica del aprendizaje, aprendizaje integrado en el trabajo, educación superior, investigación cualitativa, competencias digitalesResumen
La expansión de las prácticas de trabajo en remoto ha transformado el aprendizaje integrado en el trabajo en la educación superior, incluidas las prácticas universitarias. Aunque las prácticas remotas adquirieron visibilidad tras la pandemia de la COVID-19, sigue siendo limitada la investigación empírica sobre su diseño pedagógico, las percepciones de los actores implicados y su implementación institucional. Este estudio aborda esta laguna analizando las percepciones de los grupos de interés sobre las prácticas remotas y examinando el PREVIEW Remote Internship Blueprint (RIB) como una infraestructura pedagógica que puede apoyar la transición desde prácticas remotas convencionales hacia las prácticas remotas inteligentes. Se adoptó un diseño fenomenológico cualitativo. Los datos se recogieron mediante grupos focales con estudiantes, mentores de empresa y supervisores académicos de cinco instituciones europeas de educación superior. Se aplicaron análisis de contenido, análisis semántico y un marco DAFO utilizando software CAQDAS. Los resultados indican que las prácticas remotas se perciben como viables y pedagógicamente significativas cuando están diseñadas de forma intencional y cuentan con un apoyo adecuado, especialmente en relación con la flexibilidad, la accesibilidad, la internacionalización y el desarrollo de competencias digitales y transversales. Al mismo tiempo, los participantes señalaron desafíos vinculados a una menor interacción social, riesgos de aislamiento, una capacidad desigual de mentorización y dificultades para proporcionar retroalimentación formativa oportuna y evaluar competencias transversales a escala. A partir de estas evidencias cualitativas, se discute cómo las fases estructuradas, los roles y los puntos de seguimiento definidos en el PREVIEW RIB lo convierten en un marco preparado para la inteligencia artificial, permitiendo que la analítica de aprendizaje y la inteligencia artificial educativa refuercen el seguimiento, la personalización, la evaluación formativa y la coordinación universidad–empresa, manteniendo la agencia humana y alineándose con principios éticos y de sostenibilidad.
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Derechos de autor 2026 Francisco José García-Peñalvo, Ana María Pinto-Llorente, Sonia Verdugo-Castro, Lucía García-Holgado
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
