The use of artificial intelligence in university education: A qualitative systematic review based on Web of Science
TL;DR
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.