Inteligencia artificial y políticas editoriales de revistas de educación: tensiones en la investigación educativa.
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| Title: | Inteligencia artificial y políticas editoriales de revistas de educación: tensiones en la investigación educativa. |
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| Alternate Title: | Artificial Intelligence and Editorial Policies of Educational Journals: Tensions in Educational Research. Inteligência artificial e políticas editoriais de revistas educacionais: tensões na pesquisa educacional. |
| Authors: | Sarochar Risso, Juan Manuel1 jmsarochar@gmail.com |
| Source: | Cuadernos de Investigacion Educativa. 2026, Vol. 17 Issue 1, p1-21. 21p. |
| Subject Terms: | *Artificial intelligence, *Scholarly periodicals, *Qualitative research, *Education research, *Scholarly publishing, Artificial intelligence in education, Editorial policies, Research ethics |
| Abstract (English): | Since its emergence in the educational field, Artificial Intelligence has posed numerous, complex, and evolving challenges. The most visible--and thus the most frequently addressed by the research community--are those related to the application of AI tools in educational processes. But there are others. The increasingly widespread use of AI technologies to conduct research, and to prepare documents that report on such research, such as academic articles, presents complex situations for both researchers and those responsible for ensuring the quality and originality of manuscripts submitted for publication. In education, this not only entails technical and editorial reconfigurations but also significant theoretical and methodological shifts in research processes. From a qualitative perspective, this study brings together the rules and guidelines concerning the use of AI from a selection of educational journals worldwide, and connects them with core issues in educational research. The main finding is that the editorial policies analyzed reveal gaps and uncertainties regarding key aspects of AI use in academic research and publishing in education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Desde su irrupción en el ámbito educativo, la Inteligencia Artificial no ha dejado de plantear numerosos, complejos y dinámicos desafíos. Los más visibles y, por ende, de los que más se ha ocupado la comunidad de investigadores, son aquellos relacionados con la aplicación de herramientas de Inteligencia Artificial en los procesos educativos. Pero hay otros. El uso cada vez más extendido de tecnologías de Inteligencia Artificial para llevar adelante investigaciones, y también para la elaboración de documentos que dan cuenta de las investigaciones realizadas, como artículos académicos, presenta situaciones complejas tanto para investigadores como para quienes tienen la tarea de asegurar la calidad y originalidad de los documentos propuestos para ser publicados. En el campo educativo, esto no solo plantea reconfiguraciones técnicas, de índole editorial, sino también cambios sustanciales a nivel teórico y metodológico en los procesos de investigación educativa. Desde una perspectiva cualitativa, el presente estudio hace dialogar las reglas y directrices referidas al uso de Inteligencia Artificial, de un conjunto de revistas de educación de diversas partes del mundo, con cuestiones fundamentales de la investigación educativa. Se encontró, como principal resultado, que las políticas editoriales analizadas presentan vacíos e indefiniciones en aspectos clave del uso de Inteligencia Artificial para la investigación y publicación académica en educación. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Desde sua introdução no campo da educação, a Inteligência Artificial tem continuamente imposto desafios numerosos, complexos e dinâmicos. Os mais visíveis e, portanto, os mais abordados pela comunidade de pesquisa, são aqueles relacionados à aplicação de ferramentas de IA em processos educacionais. Mas há outros. O uso crescente de tecnologias de IA na condução de pesquisas e na elaboração de documentos acadêmicos, como artigos científicos, apresenta situações complexas tanto para pesquisadores quanto para aqueles responsáveis por garantir a qualidade e a originalidade dos textos propostos para publicação. Isso não apenas impõe reconfigurações técnicas e editoriais, mas também mudanças teóricas e metodológicas substanciais nos modos de fazer pesquisa em educação. De uma perspectiva qualitativa, este estudo combina padrões e diretrizes sobre o uso de IA, extraídos de um conjunto de revistas de educação de todo o mundo, com questões fundamentais da pesquisa educacional. O principal resultado foi que as políticas editoriais analisadas apresentam lacunas e incertezas em aspectos-chave do uso de IA para a pesquisa e publicação acadêmica em educação. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Since its emergence in the educational field, Artificial Intelligence has posed numerous, complex, and evolving challenges. The most visible--and thus the most frequently addressed by the research community--are those related to the application of AI tools in educational processes. But there are others. The increasingly widespread use of AI technologies to conduct research, and to prepare documents that report on such research, such as academic articles, presents complex situations for both researchers and those responsible for ensuring the quality and originality of manuscripts submitted for publication. In education, this not only entails technical and editorial reconfigurations but also significant theoretical and methodological shifts in research processes. From a qualitative perspective, this study brings together the rules and guidelines concerning the use of AI from a selection of educational journals worldwide, and connects them with core issues in educational research. The main finding is that the editorial policies analyzed reveal gaps and uncertainties regarding key aspects of AI use in academic research and publishing in education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15102432 |
| DOI: | 10.18861/cied.2026.17.1.4183 |
