Design and evaluation of an educational program in artificial intelligence with an ethical and humanistic approach
Article Sidebar
Main Article Content
Abstract
The growing incorporation of artificial intelligence into institutional settings has highlighted the need for educational processes that integrate technical, ethical, and humanistic dimensions, beyond approaches focused exclusively on technological instrumentalization. In this context, the design, implementation, and evaluation of a training experience oriented toward critical and ethical artificial intelligence were analyzed. The program targeted public officials and professionals in the education sector in Chihuahua, Mexico. The objective was to examine the relevance of a pedagogical model that articulated ethical reflection, critical thinking, and situated application of knowledge.
The program design was grounded in project-based learning, active learning and design thinking, with a theory–practice orientation. The program had a duration of one hundred hours and was delivered predominantly in an in-person format. For its evaluation, a non-experimental, descriptive methodological approach was adopted, based on the online administration of evaluation instruments for each module and a follow-up instrument applied six months after the conclusion of the program, with the participation of twenty-three graduates. The instrument demonstrated a high level of internal consistency.
The results showed a positive assessment of the learning achieved, particularly regarding the understanding of the social impact of artificial intelligence and the ability to apply acquired knowledge to institutional improvement processes. A high disposition toward dissemination, continuous learning, and the development of post-program initiatives was also identified. It was concluded that the integration of ethical and humanistic perspectives with active methodologies and situated practices supported knowledge transfer, the development of technological agency, and a reflective appropriation of artificial intelligence in real-world contexts. Given the descriptive nature of the study and the limited sample size, the results should be interpreted as an exploratory approximation to the phenomenon.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Este trabajo tiene la licencia CC BY-NC-ND 4.0
References
Almulla, M. A. (2020). The effectiveness of the Project-Based Learning (PBL) Approach as a way to engage students in learning. Sage Open, 10(3), 1-15. https://doi.org/10.1177/2158244020938702
Beltrán-Palanques, V. (2024). Teaching elevator pitch presentations through a multimodal lens: insights from ESP students' experiences. TESOL Journal, 15. https://doi.org/10.1002/tesj.769
Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: a meta-analytic review. Journal of Management, 36(4), 1065–1105. https://doi.org/10.1177/0149206309352880
Bonwell, C. C., & Eison, J.A. (1991). Active learning: creating excitement in the classroom. Active Learning Workshops. https://www.ufv.ca/media/assets/teaching--learning-centre/images/Active_Learning_Creating_Excitement_in_the_Classroom.pdf
Busnawir, B., Yuniwati, I., Mardiati, M., & Sitepu, E. (2025). The effectiveness of project-based learning in developing the 21st century skills. Darussalam: Journal of Psychology and Education, 4(1), 35–50. https://doi.org/10.70177/innovatsioon.v2i1.272
Centro de Innovación y Emprendimiento de la Universidad de Chihuahua [CIET]. (2025). Evaluación del Diplomado en Inteligencia Artificial y Humanidades [Informe interno]. Universidad Autónoma de Chihuahua.
Córdoba, C. (2015). Fundamentos del pensamiento en diseño. Investigium IRE, 6(2). https://investigiumire.unicesmag.edu.co/index.php/ire/article/view/191
Creswell, J., & Plano, K. (2017) Designing and conducting mixed methods research. (3rd. Ed.). SAGE.
Facultad de Filosofía y Letras de la Universidad Autónoma de Chihuahua. (2024). Diplomado en Inteligencia Artificial aplicada desde la Ética y el Humanismo. Universidad Autónoma de Chihuahua. https://uach.mx/ffyl/diplomados/inteligencia-artificial/
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://www.pnas.org/doi/10.1073/pnas.1319030111
Gillham, J., Rimmington, L., Dance, H., Verwij, G., Rao, A., Barnard Roberts, K., & Paich, M. (2018). The macroeconomic impact of artificial intelligence. Price Waterhouse Coopers. https://www.pwc.co.uk/economic-services/assets/macroeconomic-impact-of-ai-technical-report-feb-18.pdf
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2022). Metodología de la investigación (7a ed.). McGraw-Hill.
Han, B.-C. (2021). No-cosas: quiebras del mundo de hoy. Taurus.
Kurzweil, R. (2024, August 27). Technology will let us fully realize our humanity: the futurist argues that advances in AI and medicine will offer us unprecedented freedom. MIT Technology Review. https://www.technologyreview.com/2024/08/27/1096148/ray-kurzweil-futurist-ai-medicine-advances-freedom/
National Endowment for the Humanities. (s.f.). What are the humanities? About the National Endowment for the Humanities. https://www.neh.gov/about
Ortiz-Riaga, M. C., & Morales-Rubiano, M. E. (2011). La extensión universitaria en América Latina: concepciones y tendencias. Educación y Educadores, 14(2). https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1928
Passey, D., Shonfeld, M., Appleby, L., Judge, M., Saito, T., & Smits, A. (2018). Digital agency: Empowering equity in and through education. Technology, Knowledge and Learning, 23, 425–439. https://doi.org/10.1007/s10758-018-9384-x
Pimenow, S., Pimenowa, O., & Prus, P. (2024). Challenges of Artificial Intelligence Development in the context of energy consumption and impact on climate change. Energies, 17(23), 5965. https://doi.org/10.3390/en17235965
Przegalińska, A. (2019). State of the art and future of artificial intelligence (Policy Briefing). Policy Department for Economic, Scientific and Quality of Life Policies, Directorate-General for Internal Policies, European Parliament. https://www.europarl.europa.eu/RegData/etudes/BRIE/2019/631051/IPOL_BRI(2019)631051_EN.pdf
Rosenbloom, P. S. (2012). Towards a conceptual framework for the digital humanities. Digital Humanities Quarterly, 6(2). https://www.digitalhumanities.org/dhq/vol/6/2/000127/000127.html
Serrano-Santoyo, A. (2024). Exploración de una perspectiva sistémica alrededor del desarrollo de la inteligencia artificial y su adopción social: La responsabilidad de la academia. En J. A. García Macías et al. (Eds.), Inteligencia artificial: Transformación, retos y prospectiva social (pp. 80–98). https://astraeditorialshop.com/wp-content/uploads/2025/01/Inteligencia-artificial_Garcia-Macias-et-al.pdf
Simon, H. A. (1996). The sciences of the artificial (3rd ed.). MIT Press. https://monoskop.org/images/9/9c/Simon_Herbert_A_The_Sciences_of_the_Artificial_3rd_ed.pdf
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9), 402. https://doi.org/10.3390/info13090402
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55.
https://www.ijme.net/archive/2/cronbachs-alpha/
Tai M. C. (2020). The impact of artificial intelligence on human society and bioethics. Tzu chi medical journal, 32(4), 339–343. https://doi.org/10.4103/tcmj.tcmj_71_20
Universidad Autónoma de Chihuahua. (s. f.). Diplomado en inteligencia artificial aplicada desde la ética y el humanismo. https://uach.mx/ffyl/diplomados/inteligencia-artificial/
Universidad Autónoma de Chihuahua. (1998). Reglamento en la modalidad de diplomados de la Universidad Autónoma de Chihuahua. http://transparencia.uach.mx/informacion_publica_de_oficio/fraccion_i/rmd.pdf
Vázquez, M. J. S. (2010). El análisis descriptivo como recurso necesario en ciencias sociales. Revista de Ciencias Sociales, 11 (22), 103-116. https://www.redalyc.org/pdf/184/18419812007.pdf
Zambrano Briones, M. A. (2022). El aprendizaje basado en proyectos como estrategia didáctica. Revista Conrado, 18(84), 172-182. https://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442022000100172
Zentle Colotl, I. L. (2022). Economía social 4.0: La cuarta revolución industrial y sus implicaciones en las economías sociales, solidarias y cooperativistas. Revista Incidencias. https://www.revistaincidencias.com/articulos/01-social