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Inteligencia híbrida y agencia educativa: hacia una ecología de colaboración humano-IA

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La llegada de la inteligencia artificial generativa ha reabierto una discusión que lleva tiempo viva en la tecnología educativa: ¿acabarán las máquinas sustituyendo al profesorado o se limitarán a apoyarlo? La evidencia no respalda ninguna de esas dos posiciones. En este artículo se plantea la inteligencia híbrida como el encuadre más útil para pensar la inteligencia artificial (IA) en la educación: una cooperación simbiótica entre personas e IA en la que la agencia, la decisión y la responsabilidad se reparten en vez de quedar en manos de una sola parte. Desde una perspectiva teórica y argumentativa, el texto acota el concepto y lo separa de ideas afines como el blended learning o la IA educativa, al tiempo que sigue sus fundamentos filosóficos en la tesis de la mente extendida, la simbiosis hombre-computadora y la teoría del actor-red. A continuación, examina tres marcos conceptuales de referencia (el modelo de seis niveles de automatización de Molenaar, la taxonomía AIED-HCD de Cukurova y el marco de adaptatividad híbrida de Holstein, Aleven y Rummel) y los articula en una arquitectura de cinco niveles para los ecosistemas de aprendizaje híbridos: personas y roles, espacio híbrido, datos, modelos y gobernanza. Además, presenta tres escenarios para incorporar progresivamente la IA en la docencia universitaria, junto con los nueve desafíos persistentes: los “elefantes en la habitación”. La discusión pone de relieve las convergencias entre estos marcos y las competencias docentes que la inteligencia híbrida demanda. El artículo concluye que la inteligencia híbrida solo puede materializar su promesa en la educación si adopta un enfoque centrado en el ser humano: la tecnología debe ajustarse a la educación, y no al contrario.
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