Fronteras de delegación cognitiva con inteligencia artificial generativa en educación superior: síntesis sistemática focalizada
Year: 2026
Type: article
Study design: Systematic Review
Abstract: Generative artificial intelligence can take over tasks that function as learning activities and evidence of competence in higher education, necessitating a definition of the boundaries of cognitive delegation. This study aims to analyze empirical evidence regarding GenAI and university learning, identify human-AI configurations, and derive curricular criteria using the "Boundaries of Cognitive Delegation for Curricular Reconfiguration" (FDC-RC) framework. A focused systematic synthesis was conducted, reported in accordance with PRISMA 2020 and PRISMA-S guidelines and assessed using the MMAT 2018 tool. Out of 1,745 identified records, 50 candidates were prioritized; 41 reports were retrieved, and 39 studies were included in the synthesis. The results indicate that the majority of the records were published between 2025 and 2026. Benefits were most consistent in areas such as feedback, scaffolding, inquiry, Socratic dialogue, and human verification, whereas cognitive dependency and substitution presented risks. The study concludes that the FDC-RC framework distinguishes between activities that are non-delegable, augmentable, strategically delegable, and those with indeterminate evidence status, although prospective validation is required.
Language: Spanish
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7219976605