Competencia digital y competencia algorítmica en la era de la inteligencia artificial. “AlComEdu”: un enfoque integral para gestionar la estrategia y el marketing de las instituciones de educación superior
Loading...
Official URL
Full text at PDC
Publication date
2025
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad del Norte (Barranquilla, Colombia)
License
Citations
Exportar
Citation
de Obesso, M., Pérez-Rivero, C., & Núñez-Canal, M. (2025). Competencia digital y competencia algorítmica en la era de la inteligencia artificial.“AlComEdu”: un enfoque integral para gestionar la estrategia y el marketing de las instituciones de educación superior: Digital competence and algorithmic competence in the age of artificial intelligence.“AlComEdu”: a holistic approach to managing the strategy and marketing of higher education institutions. Zona Próxima, (42).
Abstract
La competencia digital, según la OCDE y la UE, se refiere a las habilidades para vivir y trabajar en una sociedad digitalizada. La omnipresencia de algoritmos en la interactuación de los individuos desafía los modelos hasta ahora desarrollados, lo que resalta la necesidad de una nueva competencia algorítmica enfocada en comprender y utilizar algoritmos e inteligencia artificial. Se identifican dos dimensiones para evaluar la competencia algorítmica: habilidades conceptuales y habilidades humanas. Las conceptuales incluyen la creación de recursos digitales, gestión de datos, pensamiento crítico, pedagogía digital y evaluación de alumnos. Las humanas se refieren a la comunicación organizacional, colaboración profesional, actuación ética y responsable, práctica reflexiva y formación digital. La competencia algorítmica busca mejorar el pensamiento crítico, la autonomía, la resolución de problemas mediante el uso adecuado de herramientas de IA. Este enfoque integral proporciona un marco claro para desarrollar y evaluar la competencia algorítmica en el contexto educativo.
This article addresses the European Union's (EU) objective of promoting citizen digitization and socioeco-nomic progress through education. Digital competence, according to the OECD and the EU, refers to the skills to live and work in a digitized society, including communication, information seeking, and informed decision-making. However, there is a lack of consensus on its definition. On the other hand, the omnipre-sence of algorithms in the day-to-day interaction of individuals challenges the models so far developed, which highlights the need for a new algorithmic competence focused on understanding and using algo-rithms and artificial intelligence.To establish a clear framework, we propose to investigate the conceptual foundations of existing theories with an epistemological perspective to define a new competency. Based on pre-existing models and lite-rature on artificial intelligence and education as an emerging field, two dimensions are identified to assess algorithmic competence: conceptual skills and human skills. Conceptual skills include digital resource creation, data management, digital pedagogy, and learner assessment. Human skills refer to organizatio-nal communication, professional collaboration, reflective practice, and digital literacy. The importance of teaching students the responsible use of artificial intelligence, including ethical and pri-vacy issues, is emphasized. Algorithmic competency seeks to enhance critical thinking, questioning, au-tonomy and problem-solving through the appropriate use of AI tools. This comprehensive approach pro-vides a clear framework for developing and assessing algorithmic competence in the educational context.
This article addresses the European Union's (EU) objective of promoting citizen digitization and socioeco-nomic progress through education. Digital competence, according to the OECD and the EU, refers to the skills to live and work in a digitized society, including communication, information seeking, and informed decision-making. However, there is a lack of consensus on its definition. On the other hand, the omnipre-sence of algorithms in the day-to-day interaction of individuals challenges the models so far developed, which highlights the need for a new algorithmic competence focused on understanding and using algo-rithms and artificial intelligence.To establish a clear framework, we propose to investigate the conceptual foundations of existing theories with an epistemological perspective to define a new competency. Based on pre-existing models and lite-rature on artificial intelligence and education as an emerging field, two dimensions are identified to assess algorithmic competence: conceptual skills and human skills. Conceptual skills include digital resource creation, data management, digital pedagogy, and learner assessment. Human skills refer to organizatio-nal communication, professional collaboration, reflective practice, and digital literacy. The importance of teaching students the responsible use of artificial intelligence, including ethical and pri-vacy issues, is emphasized. Algorithmic competency seeks to enhance critical thinking, questioning, au-tonomy and problem-solving through the appropriate use of AI tools. This comprehensive approach pro-vides a clear framework for developing and assessing algorithmic competence in the educational context.