Voces y Silencios. Revista Latinoamericana de Educación

Voces silec. rev. latinoam. educ. | eISSN 2215-8421

Artificial Intelligence as a Tool to Enhance Creative Thinking in Colombia

No. 2 (2025-05-31)
https://doi.org/10.18175/VyS16.2.2025.2

Abstract

This article examines the possibilities of implementing artificial intelligence (AI) to foster creativity in the Colombian educational context. It reflects on creative thinking, the results of the PISA tests in this skill, and how the use of AI could contribute to the development of activities and exercises in the country’s classrooms. This research shows that AI cannot replace human creativeness and that, on the contrary, the tool serves to create inputs within the classroom to foster creative processes. Regarding PISA test results, it points out some trends in the Colombian educational system that explain the low scores and how AI exercises can be illustrative to create activities to solve this deficiency.

Keywords: artificial intelligence, creativity, creative thinking, education in Colombia

References

Abraham, A., Beudt, S., Ott, D. y Von Cramon, Y. (2012). Creative cognition and the brain: Dissociations between frontal, parietal-temporal and basal ganglia groups. Brain Research, 1482, 55-70. https://doi.org/10.1016/j.brainres.2012.09.007

Alkiviadou, N. (2022). Artificial intelligence and online hate speech moderation. SUR, 19(32), 101-112. https://sur.conectas.org/en/artificial-intelligence-and-online-hate-speech-moderation/

Alsharari, N. M. y Alshurideh, M. T. (2020). Student retention in higher education: The role of creativity, emotional intelligence and learner autonomy. International Journal of Educational Management, 35(1), 233-247. https://doi.org/10.1108/IJEM-12-2019-0421

Álvarez, E. (2010). Creatividad y pensamiento divergente: desafío de la mente o desafío del ambiente. InterAC. https://www.interac.es/index.php/documentacion%3Fdownload%3D3:creatividad-ypensamiento-divergente

Amabile, T. M. (2013). Componential theory of creativity [documento de trabajo]. Harvard Business School. https://www.hbs.edu/ris/Publication%20Files/12-096.pdf

Arden, R., Chavez, R. S., Grazioplene, R. y Jung, R. E. (2010). Neuroimaging creativity: A psychometric view. Behavioural Brain Research, 214(2), 143-156. https://doi.org/10.1016/j.bbr.2010.05.015

Calderón Loeza, G. Y. y Sánchez Escobedo, P. (2021). Impacto del uso de dispositivos móviles en el aprendizaje de estudiantes adolescentes. Emerging Trends in Education, 3(6). https://revistaemerging.ujat.mx/index.php/emerging/article/view/4040

Cheng, L., Varshney, K. R. y Liu, H. (2021). Socially responsible AI algorithms: Issues, purposes, and challenges. Journal of Artificial Intelligence Research, 71, 1137-1181. https://doi.org/10.1613/jair.1.12814

Cremin, T. y Chappell, K. (2021). Creative pedagogies: A systematic review. Research Papers in Education, 36(3), 299-331. https://doi.org/10.1080/02671522.2019.1677757

Cruz de Souza, L., Volle, E., Bertoux, M., Czernecki, V., Funkiewiez, A., Allali, G., Leroy, B., Sarazin, M., Habert, M.-O., Dubois, B., Kas, A. y Levy, R. (2010). Poor creativity in frontotemporal dementia: A window into the neural bases of the creative mind. Neuropsychologia, 48(13), 3733-3742. https://doi.org/10.1016/j.neuropsychologia.2010.09.010

Díaz Abrahan, V. y Justel, N. (2019). Creatividad: una revisión descriptiva sobre nuestra capacidad de invención e innovación. Revista CES Psicología, 12(3), 35-49. https://doi.org/10.21615/cesp.12.3.3

Drage, E., McInerney, K. y Browne, J. (2024). Engineers on responsibility: Feminist approaches to who’s responsible for ethical AI. Ethics and Information Technology, 26(1), 4. https://doi.org/10.1007/s10676-023-09739-1

Esquivias Serrano, M. (2004). Creatividad: definiciones, antecedentes y aportaciones. Revista Digital Universitaria, 5(1). https://www.revista.unam.mx/vol.5/

Galvis Castro, F. A. (2021). La OCDE: un perfil crítico. Razón Crítica, (10), 211-235. https://doi.org/10.21789/25007807.1568

Gardner, H. (2006). Estructuras de la mente: la teoría de las inteligencias múltiples. Fondo de Cultura Económica. (Obra original publicada en 1983).

Geiger, C. (2024). Elaborating a human rights-friendly copyright framework for generative AI. IICInternational Review of Intellectual Property and Competition Law, 55, 1129-1165. https://doi.org/10.1007/s40319-024-01481-5

Gómez-León, M. (2020). Bases psicobiológicas de la creatividad en los niños con altas capacidades. Psiquiatría Biológica, 27(1), 28-33. https://doi.org/10.1016/j.psiq.2020.01.004

Harry, A. y Sayudin, S. (2023). Role of AI in education. INJURITY: Journal of Interdisciplinary Studies, 2(3), 260-268. https://doi.org/10.58631/injurity.v2i3.52

Helm, J. M., Swiergosz, A. M., Haeberle, H. S., Karnuta, J. M., Schaffer, J. L., Krebs, V. E., Spitzer, A. I. y Ramkumar, P. N. (2020). Machine learning and artificial intelligence: Definitions, applications, and future directions. Current Reviews in Musculoskeletal Medicine, 13, 69-76. https://doi.org/10.1007/s12178-020-09600-8

Inie, N., Druga, S., Zukerman, P. y Bender, E. (2024). From “AI” to probabilistic automation: How does anthropomorphization of technical systems descriptions influence trust? En FAccT ’24: Proceedings of the 2024 ACM Conference on Fairness, Accountability, and Transparency (pp. 2322-2347). Association for Computing Machinery. https://doi.org/10.1145/3630106.3659040

Johnson, G. M. (2021). Algorithmic bias: on the implicit biases of social technology. Synthese, 198(10), 9941-9961. https://doi.org/10.1007/s11229-020-02696-y

Klimenko, O. (2017). Bases neuroanatómicas de la creatividad. Katharsis: Revista de Ciencias Sociales, (24), 207-238. https://revistas.iue.edu.co/index.php/katharsis/article/view/971

Krumm, G., Lemos, G. y Arán Filippetti, V. (2017). Test de pensamiento creativo de Torrance (TTCT) - verbal forma B: normas para adolescentes y adultos argentinos. Anuario de Investigaciones, XXIV, 277-284. https://www.redalyc.org/pdf/3691/369155966015.pdf

Lim, D. (2018). AI & IP: innovation & creativity in an age of accelerated change. Akron Law Review, 52, 813-875. https://ssrn.com/abstract=3369200

Márquez, J. (2024). GPT-4: así es la IA más avanzada de OpenAI, cómo funciona y todas las novedades. Xataka. https://www.xataka.com/nuevo/gpt-4-que-cuando-sale-como-funciona-toda-informacion

Marrone, R., Taddeo, V. y Hill, G. (2022). Creativity and artificial intelligence—A student perspective. Journal of Intelligence, 10(3), 65. https://doi.org/10.3390/jintelligence10030065

Ministerio de Educación Nacional (MEN). (2007, 29 de noviembre). Por primera vez Colombia participa en el estudio internacional PISA. https://www.mineducacion.gov.co/1621/article-139906.html

Mollick, E. R. y Mollick, L. (2024). Instructors as innovators: A future-focused approach to new AI learning opportunities, with prompts [preprint]. Wharton School of the University of Pennsylvania. https://dx.doi.org/10.2139/ssrn.4802463

Organización para la Cooperación y el Desarrollo Económico (OCDE). (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing. https://doi.org/10.1787/92a11084-en

Organización para la Cooperación y el Desarrollo Económico (OCDE). (2023). PISA 2022 creative thinking framework. En PISA 2022: Assessment and analytical framework (pp. 140-168). OECD Publishing. https://doi.org/10.1787/471ae22e-en

Romo, M. (1987). Treinta y cinco años del pensamiento divergente: teoría de la creatividad de Guilford. Estudios de Psicología, (27-28), 175-192. https://dialnet.unirioja.es/descarga/articulo/65974.pdf

Ruiz Rojas, J. M. y Cámera Olarte, S. (2024, 23 de octubre). El limbo entre la IA y los derechos de autor: ¿Falta de iniciativa o improvisación? Diálogos Punitivos. https://dialogospunitivos.com/el-limboentre-la-ia-y-los-derechos-de-autor-falta-de-iniciativa-o-improvisacion/

Sawyer, K. (2011). The cognitive neuroscience of creativity: A critical review. Creativity Research Journal, 23(2), 137-154. https://doi.org/10.1080/10400419.2011.571191

Sternberg, R. J. (2005). Intelligence and competence in theory and practice. En A. J. Elliot, C. S. Dweck y D. S. Yeager (eds.), Handbook of competence and motivation: Theory and application (pp. 15-30). Guilford Press. https://doi.org/10.1007/s10648-005-5617-2

Trujillo Galea, Y. y Juárez Ramos, V. (2023). La creatividad en la educación musical actual: revisión desde los niveles escolares y la formación del profesorado. Revista Electrónica de LEEME, (52), 141-157. https://doi.org/10.7203/leeme.0.27355

Valencia, B. (2024, 18 de junio). Colombia obtiene mala calificación en pruebas PISA; rajados en pensamiento creativo. El Colombiano. https://www.elcolombiano.com/colombia/educacion/colombia-pruebas-pisa-pensamiento-creativo-BO24804500

Vincent-Lancrin, S., Urgel, J., Kar, S. y Jacotin, G. (2019). Measuring innovation in education 2019: What has changed in the classroom? OECD Publishing. https://doi.org/10.1787/9789264311671-en

Walker Russ, S. (1993). Affect and creativity: The role of affect and play in the creative process. Lawrence Erlbaum Associates, Inc. https://doi.org/10.4324/9780203772621

Wei, D., Yang, J., Li, W., Wang, K., Zhang, Q. y Qiu, J. (2014). Increased resting functional connectivity of the medial prefrontal cortex in creativity by means of cognitive stimulation. Cortex, 51, 92-102. https://doi.org/10.1016/j.cortex.2013.09.004

Zuloeta Zuloeta, E. J., Rojas Guevara, N. d. R. y Caramutti Fernández, V. (2021). La creatividad en estudiantes educación inicial: una revisión bibliográfica. Conrado, 17(82), 260-267. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1957