<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000201027</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i37.966</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El pensamiento complejo, la transformación digital y la IA en la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Complex thinking, digital transformation and AI in higher education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pensamento complexo, transformação digital e IA no ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Mendoza]]></surname>
<given-names><![CDATA[Pedro Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Ayarza]]></surname>
<given-names><![CDATA[Arienis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cedeño Ramírez]]></surname>
<given-names><![CDATA[Aarón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leiva Gomez]]></surname>
<given-names><![CDATA[Luis Efrain]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calsin Pérez]]></surname>
<given-names><![CDATA[Ruth Alina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Eureka consultores  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Panamá  ]]></institution>
<addr-line><![CDATA[Boca del Toro ]]></addr-line>
<country>Panamá</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Continental  ]]></institution>
<addr-line><![CDATA[Cuzco ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>37</numero>
<fpage>1027</fpage>
<lpage>1038</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000201027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000201027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000201027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En la era digital, la educación enfrenta el reto de desarrollar pensamiento complejo y la inteligencia artificial. Este estudio analiza su relación con la transformación digital en estudiantes universitarios de Colombia, Panamá, Perú y Venezuela, mediante un enfoque cuantitativo. Se aplicaron el Cuestionario de Pensamiento Complejo de Morin, el Índice de Madurez Digital Educativa y la Escala de Alfabetización en Inteligencia Artificial. Se realizaron pruebas de hipótesis con correlación de Pearson y regresión lineal. Los resultados evidenciaron una correlación positiva entre pensamiento complejo y la IA (r = 0.62, p &lt; 0.01), mediada por la transformación digital (&#946; = 0.48, p &lt; 0.01). Esto resalta la necesidad de fortalecer la transformación digital en la educación para mejorar el pensamiento complejo y la alfabetización en IA, contribuyendo a la preparación de los estudiantes para los desafíos tecnológicos actuales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In the digital era, education faces the challenge of developing complex thinking and artificial intelligence. This study analyzes their relationship with digital transformation in university students in Colombia, Panama, Peru and Venezuela, using a quantitative approach. The Morin Complex Thinking Questionnaire, the Educational Digital Maturity Index and the Artificial Intelligence Literacy Scale were applied. Hypothesis tests were performed with Pearson correlation and linear regression. The results evidenced a positive correlation between complex thinking and AI (r = 0.62, p &lt; 0.01), mediated by digital transformation (&#946; = 0.48, p &lt; 0.01). This highlights the need to strengthen digital transformation in education to improve complex thinking and AI literacy, contributing to the preparation of students for current technological challenges.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na era digital, a educação enfrenta o desafio de desenvolver o pensamento complexo e a inteligência artificial. Este estudo analisa sua relação com a transformação digital em estudantes universitários da Colômbia, Panamá, Peru e Venezuela, usando uma abordagem quantitativa. Foram aplicados o Questionário de Pensamento Complexo de Morin, o Índice de Maturidade Digital Educacional e a Escala de Alfabetização em Inteligência Artificial. Foram realizados testes de hipóteses com correlação de Pearson e regressão linear. Os resultados evidenciaram uma correlação positiva entre o pensamento complexo e a IA (r = 0,62, p &lt; 0,01), mediada pela transformação digital (&#946; = 0,48, p &lt; 0,01). Isso destaca a necessidade de fortalecer a transformação digital na educação para aprimorar o pensamento complexo e a alfabetização em IA contribuindo para a preparação dos alunos para os desafios tecnológicos atuais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento complejo]]></kwd>
<kwd lng="es"><![CDATA[Transformación digital]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[Madurez digital Educativa]]></kwd>
<kwd lng="en"><![CDATA[Complex thinking]]></kwd>
<kwd lng="en"><![CDATA[Digital transformation]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[University education]]></kwd>
<kwd lng="en"><![CDATA[Educational digital maturity]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento complexo]]></kwd>
<kwd lng="pt"><![CDATA[Transformação digital]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[Educação universitária]]></kwd>
<kwd lng="pt"><![CDATA[Maturidade digital na educação]]></kwd>
</kwd-group>
</article-meta>
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