Artificial intelligence is emerging as a central axis in the transformation of higher education in Latin America; however, its responsible integration requires strong institutional policies, context-sensitive training programs, and critical pedagogical approaches that preserve essential human dimensions such as reflection, creativity, and social responsibility.
Abstract
Artificial intelligence (AI) has become a transformative axis in higher education, redefining pedagogical practices, learning processes, and academic roles. However, despite the rapid growth of scientific production in this field, the literature remains significantly fragmented, particularly in the Latin American context, where there is a lack of qualitative syntheses that critically integrate available empirical and theoretical findings. This gap limits a comprehensive understanding of how AI is being implemented and problematized within universities in the region. In this context, the aim of this study was to analyze scientific production on artificial intelligence in higher education in Latin America through a qualitative systematic review based on the Web of Science database. Methodologically, a systematic and interpretative approach was adopted. A structured search strategy was applied using the terms “artificial intelligence” and “higher education,” along with filters for publication years (2022–2025), open access, document type (articles), Latin American countries, and Spanish language. After applying inclusion and exclusion criteria, 14 articles were selected for qualitative synthesis. The results show a sustained growth in scientific production, with a higher concentration in countries such as Chile and Ecuador. Thematic analysis reveals a convergence around key dimensions, including digital competencies, ethical considerations, teacher training, and the rise of generative AI. In addition, persistent challenges are identified, such as unequal access, insufficient professional training, and the absence of robust regulatory frameworks. In conclusion, AI is emerging as a central axis in the transformation of higher education in Latin America; however, its responsible integration requires strong institutional policies, context-sensitive training programs, and critical pedagogical approaches that preserve essential human dimensions such as reflection, creativity, and social responsibility.
The findings suggest that the pedagogical transformation enabled by artificial intelligence depends less on the sophistication of the technologies themselves and more on the institutional capacity to establish curricular guidelines, implement ethical policies, and foster critical digital competencies among both teachers and students.
Félix Antonio Díaz, Juan Carlos Toribio Fernández, J. Martínez-Alonzo et al.· MENTOR revista de investigac...· 0 citations
The results showed that AI can be used in teaching in order to plan, personalize, tutor, assess and provide feedback, thus enhancing instruction, engagement, critical thinking and performance, and the study suggests that AI should be used as an addition to teaching staff.
Fatima Saddique· International Journal of Bus...· 0 citations
Artificial intelligence (AI) has become one of the most influential technologies in contemporary
transformations in higher education, as its applications are no longer limited to technical and
administrative aspects, but have extended to learning, teaching, assessment, and academic
decision-making support. Recent literature has shown the expansion of the use of AI technologies
in universities, through smart teaching systems, adaptive learning, predictive analytics, and
machine assessment, and all the way to generative AI applications. Despite the opportunities
provided by these technologies to improve the quality of education and personalize learning
experiences, their use simultaneously raises educational, ethical, and organizational challenges that
call for an integrated examination of the available research evidence (Crompton & Burke, 2023).
This study aims to provide a systematic review of the literature related to the use of artificial
intelligence in higher education, focusing on its main applications and effects on learning and
teaching processes, as well as identifying the most prominent challenges associated with its
employment and future research trends in this field. The study starts from the importance of
moving from looking at artificial intelligence as a technical tool to analyzing it within an integrated
educational context that clarifies its relationship with learners, teachers, assessment processes, and educational management, especially in light of the rapid development of artificial intelligence
applications in educational institutions (Chiu et al., 2023).
Unknown authors· International Journal of Edu...· 0 citations
A temporal shift toward generative AI and contextual inquiry as the most recent research concerns is confirmed, and the complete absence of publications from Africa, Latin America, and South Asia signals a critical equity gap in the global research agenda.
Helga Merilla Zafirah Widad, A. Prasetya, Bambang Subali et al.· Journal of Innovation and Re...· 0 citations
Artificial intelligence, as one of the most transformative technologies of the present era, has had a profound impact on learning and education processes and is redefining the role of humans, teachers, and educational systems. The aim of this research is to rethink the concept of human learning in the era of artificial intelligence and to explain the opportunities, challenges, and ethical-educational requirements arising from it. The research is fundamental and was conducted with an interpretive qualitative approach combining library research and semi-structured interviews. In the library section, data were extracted from a targeted review of scientific sources between 2019 and 2025, and in the qualitative section, semi-structured interviews were conducted with 16 experts in the fields of education, technology, and AI ethics. Data analysis for the qualitative part was conducted based on Braun and Clarke's (2006) six-step method, and main themes were extracted. The research findings showed that artificial intelligence increases the capacity to improve learning by providing contexts such as personalized learning, intelligent assessment, and real-time feedback. At the same time, it also has limitations and challenges. These limitations and challenges include data bias, privacy violations, weakening of the teacher's role, and cultural incompatibility. As a result, it can be said that learning in the age of artificial intelligence, along with the opportunities and possibilities it creates, also has challenges and limitations. By strengthening opportunities and properly managing challenges, the capacities of artificial intelligence can be used for growth, justice, and excellence in human education.
Shakiba Ghasemi, A. Izadpanah· Assessment and Practice in E...· 0 citations
It is proposed that mathematical literacy in the AI era should extend beyond traditional competencies to include the ability to critically evaluate AI-generated outputs, identify algorithmic limitations, and use AI responsibly a construct this review tentatively terms Mathematical AI Literacy.
Andi Mangaraja, D. Hasibuan, Ramadhan Herianto et al.· Mathline : Jurnal Matematika...· 0 citations
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