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Buele, Jorge
Can artificial intelligence replace journalists? A theoretical approach
Robotics in higher education and its impact on digital learning
2025
,
Londoño Proaño, Cristián
,
Buele, Jorge
In the digital age, journalism is facing significant transformations due to the impact of artificial intelligence, a technology that optimizes processes, but also poses ethical and technical dilemmas. This study addresses whether AI can replace journalists or whether it should be considered as a complementary tool that enhances their capabilities. The problem lies in the increasing automation of journalistic tasks and its impact on the quality, ethics and professional identity of the sector. The research justifies its relevance due to the need to understand the scope and limitations of this technology to guarantee ethical and contextualized journalism. The methodology adopted is qualitative and based on documentary analysis. Academic studies, technical reports, and case studies were reviewed to evaluate the use of AI in newsrooms, highlighting its capabilities in automation, personalization, and data analysis, along with its ethical and operational limitations. Among the main results, it is identified that artificial intelligence is effective for tasks such as automated news generation and massive data analysis, but its inability to perform critical analysis and ethical decisions limits it as a complete substitute for the journalist. Likewise, their dependence on trained data perpetuates biases that can compromise the credibility of information. This study highlights that artificial intelligence should be conceived as a support for the journalist, enhancing creativity and analytical depth without compromising the essential values of the profession. It also underscores the importance of a synergistic collaboration between technology and journalists, including regulation and training to take advantage of it ethically and effectively.
2025
,
Zamora Lascano, Patrick
,
Lozada, Alan
,
Buele, Jorge
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Avilés-Castillo, Fátima
In recent years, robotics has transformed various industrial processes but has also influenced teaching methodologies. Although there are literature reviews on its application in professional training, many are outdated or lack a current focus on its impact in higher education. Addressing this gap, the present mini review examines the impact, challenges, and opportunities of this technology in the university setting. To this end, a search was conducted in the PubMed, Scopus, IEEE Xplore, APA PsycNet, and Web of Science databases, selecting 11 studies that addressed diverse applications of robotics, including educational robotics, robotic telepresence, human-robot interaction, and artificial intelligence applications. Their effects on teaching, the factors influencing their adoption, and the strategies used to optimize their implementation were analyzed. The findings show that educational robotics enhances student motivation and engagement, with prediction models reaching an accuracy of 98.78% in assessing academic engagement. Additionally, robotic telepresence emerges as an effective alternative for hybrid education, and social robots and AI-based tutors demonstrated their potential to personalize learning. However, methodological and structural challenges persist, such as the need to develop more accurate evaluation metrics and ensure accessibility and educational equity. Future research should focus on improving these aspects, enabling more efficient integration to enhance teaching processes. This study was registered in the Open Science Framework under the code: 10.17605/OSF.IO/KHDTU.