The article Participatory Methodology for Creating Microlearning Digital Resources with Generative Artificial Intelligence, by Bell Manrique-Losada, Sandra Isabel Arango-Vásquez, and Mariutsi Alexandra Osorio-Sanabria, presents a methodology for the co-creation of digital microlearning resources (microDERs) using generative artificial intelligence (GenAI) tools.
The proposal is based on the idea that AI can enrich the development of educational resources when it is integrated into collaborative processes in which students and teachers actively participate in designing solutions to real learning challenges. To achieve this, the study adopts a qualitative approach that combines Participatory Action Research (PAR) with the Creative Social Problem Solving (CSPS) methodology, developing a three-phase process that includes context analysis, collaborative resource design, and methodology validation through workshops and a bootcamp.
The findings show that the proposed methodology strengthens interaction between students and teachers, promotes collective knowledge construction, and facilitates the design of educational resources tailored to specific contexts. Starting from the identification of authentic educational needs, participants co-created websites, mobile applications, games, and other microlearning resources focused on topics such as career guidance, emotional well-being, and school coexistence.
At the same time, the researchers evaluated 24 generative AI tools for creating text, visual, audiovisual, and programming-related content, confirming that these technologies can enhance the creative process when supported by careful curation and sound pedagogical guidance from educators.
The study’s main contribution lies in offering a structured and transferable methodology that integrates microlearning, generative artificial intelligence, and participatory approaches for the creation of digital educational resources. Rather than presenting AI as a replacement for teachers, the authors view it as a tool that expands opportunities for collaboration, creativity, and educational innovation.
At the same time, they acknowledge that the research was conducted in a limited number of educational institutions and that the long-term pedagogical impact of the resources created has yet to be evaluated. They therefore recommend validating the methodology in a wider range of educational contexts and further examining the ethical and educational implications of using generative artificial intelligence in teaching and learning.
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How to Cite: Manrique-Losada, B., Arango-Vásquez, S. I., & Osorio-Sanabria, M. A. (2026). Participatory methodology for creating microlearning digital resources with generative AI. RIED-Revista Iberoamericana de Educación a Distancia, 29(1), 381–409. https://doi.org/10.5944/ried.45559
