Integración de la Inteligencia artificial en los procesos de enseñanza-aprendizaje en la Educación Superior: una revisión sistemática de literatura
DOI:
https://doi.org/10.65415/bf0skp65Palabras clave:
inteligencia artificial, educación superior, aprendizaje adaptativo, ChatGPT, ética educativa, revisión sistemática, PRISMAResumen
Este artículo presenta una revisión sistemática de la literatura publicada entre 2020 y 2026 sobre la integración de la inteligencia artificial (IA) en los procesos de enseñanza-aprendizaje de la educación superior. Siguiendo el protocolo PRISMA, se analiza un corpus de 60 estudios, obtenidos de la base de datos Scopus, organizados en cuatro ejes: herramientas y aplicaciones, beneficios, desafíos éticos, pedagógicos y tecnológicos, y tendencias bibliométricas. La síntesis fue de carácter narrativo, sin metaanálisis. Los resultados muestran una expansión acelerada de la producción científica a partir de 2022, coincidiendo con la difusión de la IA generativa, junto con una preocupación creciente por la integridad académica, el sesgo algorítmico y la falta de marcos regulatorios institucionales sólidos. Se concluye que integrar la IA de forma efectiva en la educación superior exige desarrollar competencias docentes específicas, definir políticas institucionales claras y sostener una reflexión ética continua.
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Derechos de autor 2026 Mauricio José Campoverde-Vicuña, Carlos Luis Bohorquez-Franco, Anahi Lisbeth Toapanta-Guanoquiza
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
