<?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>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132025000200211</article-id>
<article-id pub-id-type="doi">http://doi.org/10.59659/revistatribunal.v5i11.152</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia artificial y el desarrollo del pensamiento crítico en estudiantes universitarios de educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Artificial intelligence and the development of critical thinking in university education students]]></article-title>
<article-title xml:lang="pt"><![CDATA[A inteligência artificial e o desenvolvimento do pensamento crítico em estudantes do ensino universitário]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paucca Gonzales]]></surname>
<given-names><![CDATA[Nelson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inti Oropeza]]></surname>
<given-names><![CDATA[Rodolfo Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zecenarro Vilca]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paredes Quinteros]]></surname>
<given-names><![CDATA[David Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamudio Ramirez]]></surname>
<given-names><![CDATA[Jacqueline Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Educación  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>11</numero>
<fpage>211</fpage>
<lpage>225</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000200211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000200211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000200211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Inteligencia Artificial (IA) en los diversos campos académicos va recobrando mayor protagonismo. En tal sentido, es una necesidad el análisis acerca de su funcionalidad, puesto que los estudiantes suelen usar de manera inadecuada. El análisis de la investigación tuvo en cuenta el objetivo de describir la relación de la IA y el desarrollo del pensamiento crítico en estudiantes universitarios. Metodológicamente, se resaltó el enfoque cuantitativo de tipo básica y diseño no experimental, para el recojo de la información se empleó la técnica de encuesta e instrumento de cuestionario que se aplicó a 170 estudiantes. Finalmente, los resultados precisaron que el uso adecuado de la IA por los estudiantes, les permitió desarrollar el pensamiento crítico de manera eficaz. Indicando que los estudiantes acceden a los documentos y a la identificación de las temáticas de manera puntual en menor tiempo. En consecuencia, tienen mayor tiempo para la realización de la lectura analítica interpretativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Artificial Intelligence (AI) is gaining greater prominence in various academic fields. Therefore, an analysis of its functionality is essential, as students often misuse it. The research analysis aimed to describe the relationship between AI and the development of critical thinking in university students. Methodologically, a basic quantitative approach and non-experimental design were emphasized. Surveys and questionnaires were used to collect data, which were administered to 170 students. Finally, the results showed that students' appropriate use of AI allowed them to effectively develop critical thinking. They indicated that students access documents and identify topics in a timely manner in less time. Consequently, they have more time to conduct analytical and interpretive reading.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Inteligência Artificial (IA) em diversas áreas académicas está a recuperar maior destaque. Neste sentido, a análise da sua funcionalidade é uma necessidade, dado que muitas vezes os alunos o utilizam de forma inadequada. A análise da investigação teve em conta o objetivo de descrever a relação entre a IA e o desenvolvimento do pensamento crítico em estudantes universitários. Metodologicamente, destacou-se a abordagem quantitativa básica e o desenho não experimental Para recolher a informação, recorreu-se à técnica de investigação e ao instrumento questionário, que foi aplicado a 170 estudantes. Por fim, os resultados indicaram que a utilização adequada da IA pelos alunos permitiu-lhes desenvolver o pensamento crítico de forma eficaz. Indicando que os alunos acedam aos documentos e à identificação dos temas em tempo útil e em menos tempo. Consequentemente, têm mais tempo para realizar a leitura analítica interpretativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías educativas]]></kwd>
<kwd lng="es"><![CDATA[Innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Educational technologies]]></kwd>
<kwd lng="en"><![CDATA[Educational innovation]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior, Tecnologias educativas]]></kwd>
<kwd lng="pt"><![CDATA[Inovação educacional]]></kwd>
</kwd-group>
</article-meta>
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