Comprensión Lectora Universitaria y Metacognición en Tiempos de IA
University Reading Comprehension and Metacognition in the Age of AI
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El presente artículo analiza la comprensión lectora en educación superior desde una perspectiva metacognitiva, considerando el modelo de aprendizaje experiencial de Kolb en el contexto de la inteligencia artificial. Se identifican dificultades en los niveles inferencial y crítico de la lectura académica, lo que evidencia la necesidad de enfoques que integren procesos cognitivos y metacognitivos. El objetivo es sintetizar la evidencia sobre la relación entre estilos de aprendizaje, metacognición y comprensión lectora en entornos digitales. Se desarrolló una revisión cualitativa sistemática siguiendo PRISMA 2020, con estudios publicados entre 2020 y 2026, de los cuales trece (13) fueron seleccionados por su alto impacto. Los resultados muestran ausencia de evidencia sólida sobre la correspondencia entre estilo de aprendizaje y rendimiento lector, pero sí asociaciones con estrategias metacognitivas. Se concluye que el modelo de Kolb es pertinente desde un enfoque estratégico orientado a la autorregulación del aprendizaje.
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