Inteligencia artificial en la educación superior: revisión sistemática

Background: Artificial intelligence (AI) is progressively transforming higher education by incorporating tools capable of supporting teaching, learning, personalization, and feedback. However, its adoption poses challenges related to teacher competencies, technological infrastructure, and the need to establish ethical guidelines for its use. Objective: To analyze the use of artificial intelligence in higher education based on recent scientific evidence. Methodology: A systematic review was conducted following the PRISMA 2020 guidelines. The search was performed in the Scopus, Web of Science, and SciELO databases using search terms in Spanish and English. After applying the inclusion and exclusion criteria, 34 articles published between 2024 and 2025 were selected for analysis. Results: The reviewed studies showed that AI-based tools, particularly ChatGPT, can promote pedagogical innovation, personalized learning, and academic feedback. Opportunities were also identified to optimize specific educational activities and expand possibilities for student support. However, limitations persist regarding insufficient teacher training, digital infrastructure and connectivity gaps, and the absence of robust institutional mechanisms for ethical governance. Conclusions: AI has the potential to strengthen teaching and learning processes in higher education, provided that its integration is accompanied by inclusive institutional policies, continuous teacher training, and guidelines promoting the critical, responsible, and ethical use of these technologies.