Integración de la ia en la educación superior: una revisión sistemática desde scopus y web of sciencie 2025-2026
Integration of AI in higher education: A systematic review from Scopus and Web of Science 2025-2026Contenido principal del artículo
La integración de la inteligencia artificial (IA) en la educación superior está transformando el panorama de la enseñanza, y el aprendizaje. Esta transformación se caracteriza por varias áreas clave de impacto, como las experiencias de aprendizaje personalizadas, las consideraciones éticas y los cambios en las funciones del docente. El objetivo del estudio consistió en realizar una revisión narrativa de la integración de la IA en la educación superior. Para ello, se utilizó, la siguiente metodología, se utilizó una cadena de búsqueda, aplicada a las bases de datos de Scopus (n =84.809) y Wos (n = 2.049), siendo un total de (n= 10 458), posteriormente se utilizó el diagrama PRISMA y donde se incluyó un análisis centrado en 23 estudios empíricos. Los resultados, evidencian que este campo se encuentra en una etapa de expansión acelerada pero todavía en proceso de consolidación pedagógica. Si bien la IA ha demostrado un alto potencial para transformar los procesos de enseñanza y aprendizaje los estudios analizados revelan que su impacto real depende menos de la tecnología en sí y más de las decisiones pedagógicas, éticas e institucionales que acompañan su implementación.
The integration of artificial intelligence (AI) into higher education is transforming the landscape of teaching and learning. This transformation is characterized by several key areas of impact, such as personalized learning experiences, ethical considerations, and changes in the roles of teachers. The objective of the study was to conduct a narrative review of the integration of AI in higher education. To this end, the following methodology was used: a search chain was applied to the Scopus (n = 84,809) and Wos (n = 2,049) databases, for a total of (n = 10,458), Subsequently, the PRISMA diagram was used, which included an analysis focused on 23 empirical studies. The results show that this field is undergoing rapid expansion but is still in the process of pedagogical consolidation. Although AI has demonstrated high potential for transforming teaching and learning processes, the studies analyzed reveal that its real impact depends less on the technology itself and more on the pedagogical, ethical, and institutional decisions that accompany its implementation.
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