Publication: Competencias socioeducativas y alfabetización en inteligencia artificial en Educación Social a través del aprendizaje-servicio
Authors
Fernández Sánchez, María Rosa ; Sosa Díaz, María Jose
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/riite.687411
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info:eu-repo/semantics/article
Description
Abstract
El objetivo de este trabajo de investigación fue analizar en qué medida una experiencia de aprendizaje-servicio, centrada en el uso crítico de tecnologías digitales, contribuye al desarrollo de competencias socioeducativas y de alfabetización en inteligencia artificial generativa en el contexto de la formación inicial del Grado en Educación Social. La intervención se diseñó siguiendo los principios del Diseño Universal para el Aprendizaje y consistió en la creación colaborativa de materiales educativos digitales inclusivos junto a entidades sociales que trabajan con colectivos en situación de vulnerabilidad. Participaron 64 estudiantes y la evaluación se realizó mediante la escala SELEB, para valorar competencias socioeducativas, y la escala EMIA, para medir la alfabetización en IA. Los resultados evidencian un desarrollo elevado de competencias socioeducativas, especialmente en ciudadanía, habilidades prácticas y competencias interpersonales. En contraste, la alfabetización en IA se sitúa en un nivel inicial-moderado, mostrando mayor comprensión conceptual y capacidad para proyectar usos, que un dominio autónomo. Se concluye que la experiencia fortaleció de manera significativa las competencias socioeducativas del alumnado, mientras que la alfabetización en inteligencia artificial avanzó de forma inicial, lo que señala la necesidad de promover procesos formativos progresivos que consoliden un uso crítico, consciente y situado de estas tecnologías en Educación Social.
The objective of the study was to analyse the extent to which a service-learning experience, focused on the critical use of digital technologies, contributes to the development of socio-educational competencies and generative artificial intelligence literacy within the initial training of the Degree in Social Education. The intervention was designed according to the principles of Universal Design for Learning and consisted of the collaborative creation of inclusive digital educational materials together with social organisations working with groups in situations of vulnerability. A total of 64 students participated, and the evaluation was conducted using the SELEB scale to assess socio-educational competences, and the EMIA scale to measure AI literacy. The results indicate a high development of socio-educational competences, particularly in citizenship, practical skills and interpersonal abilities. In contrast, AI literacy was situated at an initial to moderate level, with students demonstrating greater conceptual understanding and ability to envision potential uses than autonomous operational control. It is concluded that the experience significantly strengthened the students’ socio-educational competences, while AI literacy progressed at an early stage, highlighting the need to promote progressive training processes that consolidate a critical, conscious and contextually grounded use of these technologies in Social Education.
The objective of the study was to analyse the extent to which a service-learning experience, focused on the critical use of digital technologies, contributes to the development of socio-educational competencies and generative artificial intelligence literacy within the initial training of the Degree in Social Education. The intervention was designed according to the principles of Universal Design for Learning and consisted of the collaborative creation of inclusive digital educational materials together with social organisations working with groups in situations of vulnerability. A total of 64 students participated, and the evaluation was conducted using the SELEB scale to assess socio-educational competences, and the EMIA scale to measure AI literacy. The results indicate a high development of socio-educational competences, particularly in citizenship, practical skills and interpersonal abilities. In contrast, AI literacy was situated at an initial to moderate level, with students demonstrating greater conceptual understanding and ability to envision potential uses than autonomous operational control. It is concluded that the experience significantly strengthened the students’ socio-educational competences, while AI literacy progressed at an early stage, highlighting the need to promote progressive training processes that consolidate a critical, conscious and contextually grounded use of these technologies in Social Education.
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Citation
Fernández Sánchez, M. R., & Sosa Díaz, M. J. (2025). Competencias socioeducativas y alfabetización en inteligencia artificial en Educación Social a través del aprendizaje-servicio. RiiTE Revista Interuniversitaria De investigación En Tecnología Educativa, (19), 64–86. https://doi.org/10.6018/riite.687411
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