<?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>2145-9444</journal-id>
<journal-title><![CDATA[Zona Próxima]]></journal-title>
<abbrev-journal-title><![CDATA[Zona prox.]]></abbrev-journal-title>
<issn>2145-9444</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Estudios en Educación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2145-94442025000100128</article-id>
<article-id pub-id-type="doi">10.14482/zp.42.985.473</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia digital y competencia algorítmica en la era de la inteligencia artificial. "AlComEdu": un enfoque integral para gestionar la estrategia y el marketing de las instituciones de educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital competence and algorithmic competence in the age of artificial intelligence. "AlComEdu": a holistic approach to managing the strategy and marketing of higher education institutions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DE OBESSO ARIAS]]></surname>
<given-names><![CDATA[MARÍA DE LAS MERCEDES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PÉREZ RIVERO]]></surname>
<given-names><![CDATA[CARLOS ALBERTO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NUÑEZ-CANAL]]></surname>
<given-names><![CDATA[MARGARITA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,ESIC University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,ESIC University  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nebrija  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<numero>42</numero>
<fpage>128</fpage>
<lpage>149</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-94442025000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-94442025000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-94442025000100128&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo aborda el objetivo de la Unión Europea (UE) de promover la digitalización ciudadana y el progreso socioeconómico a través de la educación. La competencia digital, según la OCDE y la UE, se refiere a las habilidades para vivir y trabajar en una sociedad digitalizada, incluyendo comunicación, búsqueda de información y toma de decisiones informadas. Sin embargo, existe falta de consenso en su definición. Por otro lado, la omnipresencia de algoritmos en la interactuación del día a día de los individuos desafía los modelos hasta ahora desarrollados, lo que resalta la necesidad de una nueva competencia algorítmica enfocada en comprender y utilizar algoritmos e inteligencia artificial. Para establecer un marco claro, se propone indagar en los fundamentos conceptuales de las teorías existentes con una perspectiva epistemológica para definir una nueva competencia. Basándonos en modelos prexistentes y en la literatura sobre inteligencia artificial y educación como un campo emergente, se identifican dos dimensiones para evaluar la competencia algorítmica: habilidades conceptuales y habilidades humanas. Las habilidades conceptuales incluyen la creación de recursos digitales, gestión de datos, pensamiento crítico, pedagogía digital y evaluación de alumnos. Las habilidades humanas se refieren a la comunicación organizacional, colaboración profesional, actuación ética y responsable, práctica reflexiva y formación digital. Se enfatiza la importancia de enseñar a los estudiantes el uso responsable de la inteligencia artificial, incluyendo aspectos éticos y de privacidad. La competencia algorítmica busca mejorar el pensamiento crítico, el cuestionamiento, la autonomía y la resolución de problemas mediante el uso adecuado de herramientas de IA. Este enfoque integral proporciona un marco claro para desarrollar y evaluar la competencia algorítmica en el contexto educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article addresses the European Union's (EU) objective of promoting citizen digitization and socioeconomic progress through education. Digital competence, according to the OECD and the EU, refers to the skills to live and work in a digitized society, including communication, information seeking, and informed decision-making. However, there is a lack of consensus on its definition. On the other hand, the omnipresence of algorithms in the day-to-day interaction of individuals challenges the models so far developed, which highlights the need for a new algorithmic competence focused on understanding and using algorithms and artificial intelligence. To establish a clear framework, we propose to investigate the conceptual foundations of existing theories with an epistemological perspective to define a new competency. Based on pre-existing models and literature on artificial intelligence and education as an emerging field, two dimensions are identified to assess algorithmic competence: conceptual skills and human skills. Conceptual skills include digital resource creation, data management, digital pedagogy, and learner assessment. Human skills refer to organizational communication, professional collaboration, reflective practice, and digital literacy. The importance of teaching students the responsible use of artificial intelligence, including ethical and privacy issues, is emphasized. Algorithmic competency seeks to enhance critical thinking, questioning, autonomy and problem-solving through the appropriate use of AI tools. This comprehensive approach provides a clear framework for developing and assessing algorithmic competence in the educational context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[competencia digital]]></kwd>
<kwd lng="es"><![CDATA[DigComEdu]]></kwd>
<kwd lng="es"><![CDATA[competencia algorítmica]]></kwd>
<kwd lng="es"><![CDATA[alfabetización algorítmica]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[digital competence]]></kwd>
<kwd lng="en"><![CDATA[DigComEdu]]></kwd>
<kwd lng="en"><![CDATA[algorithm competence]]></kwd>
<kwd lng="en"><![CDATA[algorithm literacy]]></kwd>
</kwd-group>
</article-meta>
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