Libro de Actas del III Congreso Latinoamericano y del Caribe e Investigación en Educación Superior- LatinSoTL- 2025

1331 Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press . Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Stasewitsch, R., Regehr, C., Savage, R., & Cicchetti, D. (2022). Interdisciplinary teaching and the scholarship of teaching and learning. Teaching in Higher Education , 27(1), 1–15. UNESCO. (2022). Reimaginar juntos nuestros futuros: Un nuevo contrato social para la educación. París: UNESCO. UNESCO IESALC. (2024). Panorama de políticas para la transformación digital en la educación superior en América Latina y el Caribe. Informe regional. Vithal, R. (2016). SoTL and criticality: Possibilities and tensions. Teaching in Higher Education, 21(2), 156–165. Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology , 45(3), 223–235. Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership , 70(1), 10–16. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist , 25(1), 3–17. Categories 11. Interdisciplina y Transdisiciplinas

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