Competencias digitales y uso de inteligencia artificial en la educación superior: una revisión sistemática
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Tribunal
Abstract
El artículo tiene como objetivo la producción científica publicada entre 2018 y 2025 sobre competencias digitales y el uso de la inteligencia artificial en la educación superior. La investigación se desarrolló mediante una revisión sistemática de la literatura, siguiendo las directrices del método PRISMA 2020. La búsqueda se efectuó en bases de datos académicas indexadas como Scopus, ERIC, Redalyc, SciELO y SpringerLink. De un total de 156 estudios identificados, 33 cumplieron los criterios de inclusión y fueron analizados cualitativamente. Los resultados evidencian un creciente interés académico en la integración de la inteligencia artificial como recurso pedagógico, particularmente en la personalización del aprendizaje, el fortalecimiento de la autonomía estudiantil y el desarrollo de competencias digitales. Las conclusiones señalan que la integración efectiva de la inteligencia artificial en la educación superior exige un enfoque pedagógico crítico, una alfabetización digital transversal y marcos normativos que garanticen un uso ético, inclusivo y contextualizado.
The article aims at scientific production published between 2018 and 2025 on digital skills and the use of artificial intelligence in higher education. The investigation was developed through a systematic review of the literature, following the guidelines of the PRISMA 2020 method. The search was carried out in indexed academic databases such as Scopus, ERIC, Redalyc, SciELO and SpringerLink. Of a total of 156 studies identified, 33 met the inclusion criteria and were analyzed qualitatively. The results show a growing academic interest in the integration of artificial intelligence as a pedagogical resource, particularly in the personalization of learning, the strengthening of student autonomy and the development of digital skills. The conclusions indicate that the effective integration of artificial intelligence into higher education requires a critical pedagogical approach, transversal digital literacy and normative frameworks that guarantee ethical, inclusive and contextualized use.
The article aims at scientific production published between 2018 and 2025 on digital skills and the use of artificial intelligence in higher education. The investigation was developed through a systematic review of the literature, following the guidelines of the PRISMA 2020 method. The search was carried out in indexed academic databases such as Scopus, ERIC, Redalyc, SciELO and SpringerLink. Of a total of 156 studies identified, 33 met the inclusion criteria and were analyzed qualitatively. The results show a growing academic interest in the integration of artificial intelligence as a pedagogical resource, particularly in the personalization of learning, the strengthening of student autonomy and the development of digital skills. The conclusions indicate that the effective integration of artificial intelligence into higher education requires a critical pedagogical approach, transversal digital literacy and normative frameworks that guarantee ethical, inclusive and contextualized use.
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Vol. 5, No. 13