Equity, pedagogy, and artificial intelligence as research axes in distance education
DOI:
https://doi.org/10.53732/rccsociales/e81013Keywords:
distance education, equal education opportunities, digital divide, educational technology, artificial intelligence, social justiceAbstract
The objective of this reflection article is to propose a comprehensive research agenda based on three interdependent axes for distance education: equity, pedagogy, and artificial intelligence. Methodologically, a reflective design with a quantitative and qualitative documentary base was applied. The initial population consisted of 84 publications identified through Boolean operators in Scopus, Web of Science, and ERIC (2020–2025); after applying inclusion and exclusion criteria based on relevance and peer review, a final analytical sample of 20 indexed articles was selected. The results demonstrate that equity acts as a multidimensional pillar to mitigate the digital divides of access, skills, and outcomes, while pedagogy demands a human-centered techno-pedagogical design that conditions the adoption of smart environments. As a main conclusion, it is established that a sustainable digital education is only viable by maintaining an ethical stance on governance, in which artificial intelligence tools and learning analytics are rigorously subordinated to pedagogical principles and the imperatives of social justice.
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Copyright (c) 2026 Fátima Ayala de Mendoza, Perla Diana Candia Crechi, Lourdes Elizabeth Díaz Álvarez, Felipe Miguel Oviedo Frutos, Soledad Cardozo
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