La ecología de investigación-diseño transdisciplinar (EIDT): génesis, arquitectura e impacto en la era algorítmica The EIDT: genesis, architecture and impact of a hybrid methodology for the algorithmic era

Abstract

This article presents the genesis, architecture, and empirical impact of the Transdisciplinary Design-Research Ecology (EIDT), an original methodology developed to overcome the structural dichotomy between critical social research and technical educational research in the public secondary chemistry classroom in Bogotá, radically disrupted by Generative Artificial Intelligence (GenAI). Objective: To present the epistemological foundations, the six-phase methodological framework, and the empirical findings of EIDT as an original methodological framework for research on complex educational systems in the algorithmic era. Methodology: The EIDT emerged from a doctoral study situated in the chemistry classroom of two district educational institutions (IED) in Bogotá, Colombia (localities 4 and 15), where initial diagnostics revealed three structural crises: unidisciplinary blindness, a sociotechnological equity gap, and the uncritical adoption of generative tools in chemistry teaching and learning processes. The study involved 100 students from the upper secondary cycle (grades 10 and 11), six natural sciences teacher co-researchers, four school administrators, and eleven women from the Manzanas del Cuidado adult education program, during March–October 2025. The EIDT dialectically integrates Participatory Action Research (PAR) and Design-Based Research (DBR) under Nicolescu's (1994) logic of the Included Third, deploying six recursive morphogenesis phases, epistemic vigilance mechanisms within the Cyber-Space-Time (CET), and an Uncertainty Management Matrix. Results: Evaluation through pre/post scales and analytical rubrics (N=100) confirms the model's ecological relevance: 78% of students overcame algorithmic subordination, 90% achieved high epistemic criticality, and 89% integrated chemistry, ecology, and ethics in territorial socio-environmental challenges. Conclusions: It is concluded that the EIDT constitutes an original methodological contribution to educational research in complex, algorithmically disrupted environments, demonstrating that the method itself can be as recursive, adaptive, and contextually situated as the system it investigates.