<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2518-8283</journal-id>
<journal-title><![CDATA[Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Edu. Sup. Rev. Cient. Cepies]]></abbrev-journal-title>
<issn>2518-8283</issn>
<publisher>
<publisher-name><![CDATA[Centro Psicopedagógico y de Investigación  en Educación Superior CEPIES-UMSA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2518-82832025000300081</article-id>
<article-id pub-id-type="doi">10.53287/tqgi8264io75i</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación e Inteligencia Artificial, productividad positiva y negativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and Artificial Intelligence, Positive and Negative Productivity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machicado Quispe]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sunavi Morejón]]></surname>
<given-names><![CDATA[Lizeth Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,machicadojorge.a@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,lizcarlas@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>81</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2518-82832025000300081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2518-82832025000300081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2518-82832025000300081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente trabajo reflexiona críticamente el uso de la Inteligencia Artificial al interior del ámbito educativo y aquello que implica la integridad académica, al mismo tiempo, reflexiona teóricamente, cómo esta creciente tecnología, actúa en el contexto de la conciencia entendida como ética, pero también, consciencia, como inteligencia humana, que incluye una productividad positiva y negativa. En el entendido que, el uso de la IA, conlleva aspectos positivos para su aplicación en los procesos formativos, tales como, la automatización de tareas, democratización en el acceso a la educación y asesoría virtual entre lo más relevante, se enfrenta a la creciente dependencia tecnológica que compromete cada vez más las capacidades humanas y determina la necesidad de desarrollar una cultura de integridad académica, con un especial énfasis en la integración humano - Inteligencia Artificial misma que debe preservar la dimensión teórico - especulativa como fundamento educativo y de dignidad humana, otorgando privilegio al pensamiento crítico en la producción material e intelectual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper critically reflects on the use of Artificial Intelligence within the educational sphereand itsimplicationsfor academic integrity.At the same ti me, itoffersatheoretical reflection on how this growing technology operates within the context of conscience understood as ethics, and consciousness as human intelligence, which encompasses both positive and negative productivity. Recognizing that the use of AI brings positive aspects to educational processes-such as task automation, democratization of access to education, and virtual guidance, among the most significant-it also confronts the growing technological dependency that increasingly compromises human capabilities. This situation highlights the need to develop a culture of academic integrity, with special emphasis on the integration between humans and Artificial Intelligence. Such integration must preserve the theoretical-speculative dimension as an educational and human dignity foundation, giving priority to critical thinking in both material and intellectual production.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia Artificial]]></kwd>
<kwd lng="es"><![CDATA[ética]]></kwd>
<kwd lng="es"><![CDATA[integridad académica]]></kwd>
<kwd lng="es"><![CDATA[consciencia]]></kwd>
<kwd lng="es"><![CDATA[dignidad humana]]></kwd>
<kwd lng="es"><![CDATA[productividad positiva y negativa]]></kwd>
<kwd lng="en"><![CDATA[Artificial Intelligence]]></kwd>
<kwd lng="en"><![CDATA[ethics]]></kwd>
<kwd lng="en"><![CDATA[academic integrity]]></kwd>
<kwd lng="en"><![CDATA[consciousness]]></kwd>
<kwd lng="en"><![CDATA[human dignity]]></kwd>
<kwd lng="en"><![CDATA[positive and negative productivity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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