INTELIGENCIA ARTIFICIAL EN LA ENSEÑANZA DE LA DIVERSIDAD CULTURAL: ANÁLISIS COMPARATIVO ENTRE SCOPUS Y SCIENCEDIRECT
DOI:
https://doi.org/10.63330/sasciencesv6n2-107Palavras-chave:
Diversidad cultural, Educación, Enseñanza, Inteligencia artificialResumo
Este estudio tiene como objetivo analizar las diferencias en la producción científica sobre la incorporación de la inteligencia artificial (IA) en la enseñanza de la diversidad cultural, un análisis comparativo sistemático y bibliométrico entre Scopus y ScienceDirect. La metodología fue una revisión sistemática y bibliométrica de estudios realizados en el periodo de 2019-2025, se clasificaron los estudios por criterios de selección según la declaración Prisma 2020 y el software VOSviewer. Los resultados reflejaron que ScienceDirect posee el más alto porcentaje de documentos de artículos de investigación (88,4%) y Scopus de artículos de revisión (52,3%); ScienceDirect se enfocó en el área temática de Ciencias Sociales (39,8%) y Scopus en Ciencias de la Computación (28,1%); los porcentajes de publicaciones por áreas temáticas y años de publicación, reflejan cifras inferiores al 50% en ambas bases de datos; ScienceDirect fue la base de datos con autores que tienen más publicaciones y citas con respecto a Scopus; se identificaron temas emergentes como: IA en la educación cultural inclusiva, sesgo de la IA en el patrimonio cultural, preservación cultural a través de la IA y herramientas de IA en la diversidad cultural. En el clúster 2 la palabra clave “artificial intelligence” tuvo la mayor ocurrencia. Se concluyó, que la producción científica en Scopus y ScienceDirect, se identificaron diferencias sustanciales que permiten comprender cómo cada base contribuye al desarrollo de producciones científicas según sus potencialidades y limitaciones.
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