<?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>S2959-65132025000300021</article-id>
<article-id pub-id-type="doi">10.59659/revistatribunal.v5i12.191</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de la tecnología de inteligencia artificial en la transformación de la educación moderna]]></article-title>
<article-title xml:lang="en"><![CDATA[Using artificial intelligence technology in the transformation of modern education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Usar a tecnologia de inteligência artificial na transformação da educação moderna]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Valderrama]]></surname>
<given-names><![CDATA[Dessire Amandiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Varela Tapia]]></surname>
<given-names><![CDATA[Eleanor Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Ortega]]></surname>
<given-names><![CDATA[María Gisella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calero Zea]]></surname>
<given-names><![CDATA[Maríá Auxiliadora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal de Milagro  ]]></institution>
<addr-line><![CDATA[Milagro ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guayaquil  ]]></institution>
<addr-line><![CDATA[Guayaquil ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>12</numero>
<fpage>21</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000300021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación moderna se distingue por adoptar un enfoque holístico orientado a desarrollar al individuo en todas sus dimensiones para fomentar la autonomía, la libertad y el pensamiento crítico. El objetivo del presente artículo fue describir el estado de las investigaciones sobre el uso de la inteligencia artificial en la transformación de la educación moderna. La metodología utilizada fue de una revisión sistemática cualitativa, se seleccionaron 14 artículos comprendidos entre 2021 y 2025. Durante el estudio se observó que el 44.4% del profesorado ya implementa herramientas de inteligencia artificial en su práctica docente, con predominancia de plataformas adaptativas cuyo uso moderado se correlaciona con incrementos del 10% en el rendimiento académico estudiantil. Además, se expone que el desarrollo de políticas y regulaciones es fundamental para garantizar una integración ética, equitativa y responsable de la IA en el ámbito educativo. En conclusión, la inteligencia artificial ha reconfigurado y mejorando sustancialmente el ecosistema educativo contemporáneo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Modern education is distinguished by its holistic approach aimed at developing the individual in all its dimensions to foster autonomy, freedom, and critical thinking. The objective of this article was to describe the state of research on the use of artificial intelligence in the transformation of modern education. The methodology used was a qualitative systematic review, selecting 14 articles from 2021 to 2025. The study found that 44.4% of teachers already implement artificial intelligence tools in their teaching practice, with a predominance of adaptive platforms whose moderate use correlates with 10% increases in student academic performance. It also states that the development of policies and regulations is essential to ensure an ethical, equitable, and responsible integration of AI in the educational field. In conclusion, artificial intelligence has substantially reconfigured and improved the contemporary educational ecosystem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação moderna distingue-se pela sua abordagem holística, que visa desenvolver o indivíduo em todas as suas dimensões, promovendo a autonomia, a liberdade e o pensamento crítico. O objetivo deste artigo foi descrever o estado da investigação sobre a utilização da inteligência artificial na transformação da educação moderna. A metodologia utilizada foi uma revisão sistemática qualitativa, tendo sido selecionados 14 artigos no período de 2021 a 2025. O estudo apurou que 44,4% dos professores já implementam ferramentas de inteligência artificial nas suas práticas de ensino, com predominância de plataformas adaptativas, cuja utilização moderada se correlaciona com um aumento de 10% no desempenho académico dos alunos. Afirma-se ainda que o desenvolvimento de políticas e regulamentos é essencial para garantir a integração ética, equitativa e responsável da IA na educação. Concluindo, a inteligência artificial reconfigurou e melhorou substancialmente o ecossistema educativo contemporâneo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ChatGPT]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[Personalización del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="en"><![CDATA[ChatGPT]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[Personalized learning]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="pt"><![CDATA[ChatGPT]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[Personalização da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
</kwd-group>
</article-meta>
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