DO THE CAREERS OF THE UNIVERSIDAD MAYOR DE SAN ANDRÉS DE LA PAZ BOLIVIA INCLUDE AI IN THEIR ACADEMIC PROGRAMS?

Abstract

This research will address the current situation of the Universidad Mayor de San Andrés de La Paz, Bolivia, and its role as a trainer on the subject of Artificial Intelligence.

In this article we will not establish whether AI is good or bad in itself, what we will try to do is to show how the UMSA careers have included in their academic plans this tool that has become necessary for development in the different fields addressed by science.

To this end, we have collected the academic programs of the 56 careers offered by the University, from these programs a double-entry matrix has been developed with criteria that allow us to understand the programmatic profile of each of them. 

Following the criterion given by experience for having been a peer evaluator of both plans and academic programs in the Alfa Tuning project (PATRICIA, 2021) and in MERCOSUR (Universidad Católica de Santa Fe, 2009 - 2015 countries such as Argentina, Brazil, Paraguay and Bolivia), the 56 careers have been considered, which have been segmented into 5 macrocurricular areas of learning.  namely: quantitative area, formative area, complementary area, methodological area and AI as a tool for application in the university curriculum of the UMSA. Understanding of course that these macro areas are related and systemically structured in each career, but, for the present research work, they are only separated by analysis methodology.

To this end, we can start by giving greater attention to the training of teachers so that they can resort to new multidimensional strategies and real and practical application so that they can make the descent in the classrooms. Therefore, open educational resources are going to be the elements that contribute to improving and increasing skills in the field of digital technologies and that can approach the resources offered by AI.