La inteligencia artificial transforma la educación superior globalmente, pero su adopción en América Latina presenta asimetrías debido a heterogeneidades estructurales y brechas digitales persistentes. Este estudio caracteriza aplicaciones, efectividad pe
Artificial Intelligence in Latin American Higher Education: Systematic Review and Bibliometric Analysis, 2015-2024
DOI:
https://doi.org/10.71727/rae.v4i2.402Keywords:
Artificial intelligence, Higher education, Latin America, Systematic review, Educational technologyAbstract
Artificial intelligence transforms higher education globally, but Latin American adoption presents asymmetries due to structural heterogeneities and persistent digital divides. This study characterizes AI applications, pedagogical effectiveness, implementation challenges, and ethical considerations in Latin American higher education during 2015-2024 through PRISMA 2020 systematic review in Scopus identifying 44 studies, integrating bibliometric analysis with qualitative synthesis through thematic analysis. Six application categories emerged: generative AI (50%), predictive analysis (34.1%), adaptive systems (18.2%), academic supervision (11.4%), administrative management (9.1%), and educational robotics (6.8%). Pedagogical effectiveness evidence remains fragmented, with exploratory studies (68%) predominating over rigorous experimental research. Challenges configure a multidimensional system: digital divide (40.9%), training deficits (31.8%), ethical concerns (29.5%), absence of institutional frameworks (25%), infrastructural limitations (20.5%), and transnational technological dependence (15.9%). Responsible AI integration requires systemic approaches transcending technology, incorporating pedagogical, organizational, ethical, and political dimensions. Five priority future research agendas were identified: experimental evidence, digital equity, teacher pedagogical development, contextualized ethics, and regional technological sovereignty.
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