<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2708-0412</journal-id>
<journal-title><![CDATA[Revista científica en ciencias sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. cient. cienc. soc.]]></abbrev-journal-title>
<issn>2708-0412</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Pacífico]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2708-04122026000100412</article-id>
<article-id pub-id-type="doi">10.53732/rccsociales/e81013</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Equidad, pedagogía e inteligencia artificial como ejes investigativos en educación a distancia]]></article-title>
<article-title xml:lang="en"><![CDATA[Equity, pedagogy, and artificial intelligence as research axes in distance education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ayala de Mendoza]]></surname>
<given-names><![CDATA[Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Candia Crechi]]></surname>
<given-names><![CDATA[Perla Diana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Álvarez]]></surname>
<given-names><![CDATA[Lourdes Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oviedo Frutos]]></surname>
<given-names><![CDATA[Felipe Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardozo]]></surname>
<given-names><![CDATA[Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Pacífico Facultad de Ciencias Médicas ]]></institution>
<addr-line><![CDATA[Asunción ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Norte Facultad Ingeniería ]]></institution>
<addr-line><![CDATA[Asunción ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Norte Facultad de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Asunción ]]></addr-line>
<country>Paraguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>8</volume>
<fpage>412</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2708-04122026000100412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2708-04122026000100412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2708-04122026000100412&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este artículo de reflexión es proponer una agenda de investigación integral basada en tres ejes interdependientes para la educación a distancia: equidad, pedagogía e inteligencia artificial. Metodológicamente, se aplicó un diseño reflexivo de base documental cuantitativa y cualitativa. La población inicial constó de 84 publicaciones identificadas mediante operadores booleanos en Scopus, Web of Science y ERIC (2020-2025); tras aplicar criterios de inclusión y exclusión por relevancia y arbitraje, se seleccionó una muestra analítica definitiva de 20 artículos indexados. Los resultados demuestran que la equidad actúa como pilar multidimensional para mitigar las brechas digitales de acceso, competencias y resultados, mientras que la pedagogía demanda un diseño tecno-pedagógico centrado en el ser humano que condicione la adopción de entornos inteligentes. Como conclusión principal, se establece que una educación digital sostenible solo es viable si se sostiene una postura ética de gobernanza, en la cual las herramientas de inteligencia artificial y analíticas de aprendizaje se subordinen rigurosamente a los principios pedagógicos y a los imperativos de la justicia social.  Palabras clave educación a distancia igualdad de oportunidades educativas brecha digital tecnología educativa inteligencia artificial justicia social]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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&#8211;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.  Keywords distance education equal education opportunities digital divide educational technology artificial intelligence social justice]]></p></abstract>
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