Diseño y validación de un instrumento para medir las competencias digitales en inteligencia artificial en estudiantes de educación superior
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El presente estudio describe el diseño y validación de un instrumento para evaluar las competencias digitales en inteligencia artificial (IA) en estudiantes de educación superior. Ante la creciente presencia de la IA en contextos académicos y profesionales, se requieren herramientas confiables que midan el conocimiento, las actitudes y la percepción ética de los estudiantes frente a esta tecnología. La investigación se realizó con una muestra de 200 estudiantes de la Universidad de Montemorelos durante el ciclo escolar 2024-2025. El instrumento presentó una consistencia interna adecuada (0.880), con valores satisfactorios en sus tres dimensiones: Conocimiento (0.774), Actitudes (0.859) y Ética (0.807). El análisis factorial exploratorio confirmó la estructura tridimensional, con una adecuada adecuación muestral (KMO 0.882) y una prueba de esfericidad de Bartlett significativa (1137.600, 0.001). Los tres factores explicaron el 62.088 de la varianza total: Actitudes (40.863), Ética (12.410) y Conocimiento (8.815). Las comunalidades reflejaron una sólida representación de los ítems en cada dimensión, destacando percepciones sobre la optimización del trabajo con IA (ACT3), el uso ético responsable (ETI6) y la personalización del aprendizaje (CON3). Los hallazgos respaldan la validez interna del instrumento y su utilidad para medir con fiabilidad las competencias digitales en IA. Se enfatiza la necesidad de fortalecer el conocimiento técnico, la confianza en la IA y su integración ética en los procesos formativos universitarios.
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