by Claudia Esperanza Saavedra Bautista, Pedro Alfonso Sánchez Cubides, Claudia Figueroa
ABSTRACT
This text is based on a critical and reflective scenario regarding the incursion of generative artificial intelligence into educational research processes, seeking to reveal and question the contributions and challenges that are projected in investigative practice and in the processes of publication and evaluation of scientific production. For this, a qualitative approach is addressed that contributes to the reflection and holistic understanding of the phenomenon in the study. The results obtained allude to the need to assume a critical stance towards the ethical and rigorous use of this technological power in investigative activities; However, specific contributions are recognized in the tasks of any researcher, such as the construction of states of art, the review of theoretical frameworks, bibliometric analyses, the exploration of different fields of study, among others, which require a critical look from the researcher to avoid excessive dependence on this technology, and, on the contrary, favor it critical thinking, autonomy and the capacity to build knowledge.
