La adopción de la inteligencia artificial generativa en la Educación Superior: análisis bibliométrico y cienciométrico
Palabras clave:
Educación Superior, Inteligencia artificial, Publicación científica, Tecnología de la informaciónResumen
Introducción: La inteligencia artificial generativa (IAGen) puede ser calificada como una de las tecnologías más disruptivas del siglo XXI. Objetivo: Este artículo analiza la adopción de la inteligencia artificial generativa en la educación superior mediante un estudio bibliométrico y cienciométrico de publicaciones indexadas en Scopus. Materiales y Métodos: Los indicadores empleados fueron el volumen de publicaciones, la distribución de citaciones, las áreas disciplinarias, las redes de co-autoría y las palabras clave, lo que permitió identificar tendencias globales. Resultados: Los resultados revelaron un crecimiento exponencial en la producción científica, con un predominio de estudios aplicados y una colaboración internacional liderada por países de América del Norte, Europa y Asia. Las áreas más relevantes incluyeron las ciencias de la computación, las ciencias de la educación y las ciencias sociales, con un enfoque creciente hacia la personalización del aprendizaje, los desafíos éticos, así como los retos de la gobernanza y la regulación. Conclusiones: El estudio destaca la necesidad de abordar brechas regionales y fomentar investigaciones que integren perspectivas prácticas y teóricas para una adopción equitativa y sostenible.
Citas
Akpan, I. J., Kobara, Y. M., Owolabi, J., Akpan, A. A., & Offodile, O. F. (2025). Conversational and generative artificial intelligence and human–chatbot interaction in education and research. International Transactions in Operational Research, 32(3), 1251–1281. https://doi.org/10.1111/itor.13522
Alasadi, E. A., & Baiz, C. R. (2023). Generative AI in Education and Research: Opportunities, Concerns, and Solutions. Journal of Chemical Education, 100(8), 2965–2971. https://doi.org/10.1021/acs.jchemed.3c00323
Andersen, J. P., Degn, L., Fishberg, R., Graversen, E. K., Horbach, S. P. J. M., Schmidt, E. K., Schneider, J. W., & Sørensen, M. P. (2025). Generative Artificial Intelligence (GenAI) in the research process – A survey of researchers’ practices and perceptions. Technology in Society, 81, 102813. https://doi.org/10.1016/j.techsoc.2025.102813
Ardito, C. G. (2024). Generative AI detection in higher education assessments. New Directions for Teaching and Learning, tl.20624. https://doi.org/10.1002/tl.20624
Baber, H., Nair, K., Gupta, R., & Gurjar, K. (2024). The beginning of ChatGPT – a systematic and bibliometric review of the literature. Information and Learning Sciences, 125(7/8), 587–614. https://doi.org/10.1108/ILS-04-2023-0035
Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings through Bibliometric and Content Analysis. Sustainability, 15(17), 12983. https://doi.org/10.3390/su151712983
Balalle, H., & Pannilage, S. (2025). Reassessing academic integrity in the age of AI: A systematic literature review on AI and academic integrity. Social Sciences & Humanities Open, 11, 101299. https://doi.org/10.1016/j.ssaho.2025.101299
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 38. https://doi.org/10.1186/s41239-023-00408-3
Chaves Cano, A. M., & Pérez Gamboa, A. J. (2024). Artificial intelligence in strengthening health services: A critical analysis of the literatura. Health Leadership and Quality of Life, 3. https://doi.org/10.56294/hl2024.422
Chen, C., Feng, X., Li, Y., Lyu, L., Zhou, J., Zheng, X., & Yin, J. (2024). Integration of large language models and federated learning. Patterns, 5(12), 101098. https://doi.org/10.1016/j.patter.2024.101098
Chen, K., Tallant, A. C., & Selig, I. (2025). Exploring generative AI literacy in higher education: Student adoption, interaction, evaluation and ethical perceptions. Information and Learning Sciences, 126(1/2), 132–148. https://doi.org/10.1108/ILS-10-2023-0160
Chiu, T. K. F. (2024). Future research recommendations for transforming higher education with generative AI. Computers and Education: Artificial Intelligence, 6, 100197. https://doi.org/10.1016/j.caeai.2023.100197
Dritsas, E., & Trigka, M. (2025). Methodological and Technological Advancements in E-Learning. Information, 16(1), 56. https://doi.org/10.3390/info16010056
Duckett, J., & Westrick, N. M. (2025). Exploring the use, adoption, and ethics of generative artificial intelligence in the public relations and communication professions. Communication Teacher, 39(1), 33–41. https://doi.org/10.1080/17404622.2024.2395312
Dwivedi, R., & Elluri, L. (2024). Exploring Generative Artificial Intelligence Research: A Bibliometric Analysis Approach. IEEE Access, 12, 119884–119902. https://doi.org/10.1109/ACCESS.2024.3450629
Dwivedi, Y. K., Malik, T., Hughes, L., & Albashrawi, M. A. (2024). Scholarly Discourse on GenAI’s Impact on Academic Publishing. Journal of Computer Information Systems, 1–16. https://doi.org/10.1080/08874417.2024.2435386
Farrelly, T., & Baker, N. (2023). Generative Artificial Intelligence: Implications and Considerations for Higher Education Practice. Education Sciences, 13(11), 1109. https://doi.org/10.3390/educsci13111109
Filgueiras, F. (2024). Artificial intelligence and education governance. Education, Citizenship and Social Justice, 19(3), 349–361. https://doi.org/10.1177/17461979231160674
Goran, R., Jovanovic, L., Bacanin, N., Stanković, M. S., Simic, V., Antonijevic, M., & Zivkovic, M. (2024). Identifying and Understanding Student Dropouts Using Metaheuristic Optimized Classifiers and Explainable Artificial Intelligence Techniques. IEEE Access, 12, 122377–122400. https://doi.org/10.1109/ACCESS.2024.3446653
Graesser, A. C., Sabatini, J. P., & Li, H. (2022). Educational Psychology Is Evolving to Accommodate Technology, Multiple Disciplines, and Twenty-First-Century Skills. Annual Review of Psychology, 73(1), 547–574. https://doi.org/10.1146/annurev-psych-020821-113042
Guettala, M., Bourekkache, S., Kazar, O., & Harous, S. (2024). Generative Artificial Intelligence in Education: Advancing Adaptive and Personalized Learning. Acta Informatica Pragensia, 13(3), 460–489. https://doi.org/10.18267/j.aip.235
Hemachandran, K., Verma, P., Pareek, P., Arora, N., Rajesh Kumar, K. V., Ahanger, T. A., Pise, A. A., & Ratna, R. (2022). Artificial Intelligence: A Universal Virtual Tool to Augment Tutoring in Higher Education. Computational Intelligence and Neuroscience, 2022, 1–8. https://doi.org/10.1155/2022/1410448
Javed, R. T., Nasir, O., Borit, M., Vanhee, L., Zea, E., Gupta, S., Vinuesa, R., & Qadir, J. (2022). Get out of the BAG! Silos in AI Ethics Education: Unsupervised Topic Modeling Analysis of Global AI Curricula. Journal of Artificial Intelligence Research, 73, 933–965. https://doi.org/10.1613/jair.1.13550
Jiménez-Pitre, I., Molina-Bolívar, G., & Gámez Pitre, R. (2023). Visión sistémica del contexto educativo tecnológico en Latinoamérica. Región Científica, 2(1), 202358. https://doi.org/10.58763/rc202358
Jin, Y., Yan, L., Echeverria, V., Gašević, D., & Martinez-Maldonado, R. (2025). Generative AI in higher education: A global perspective of institutional adoption policies and guidelines. Computers and Education: Artificial Intelligence, 8, 100348. https://doi.org/10.1016/j.caeai.2024.100348
Khan, N., Khan, Z., Koubaa, A., Khan, M. K., & Salleh, R. B. (2024). Global insights and the impact of generative AI-ChatGPT on multidisciplinary: A systematic review and bibliometric analysis. Connection Science, 36(1), 2353630. https://doi.org/10.1080/09540091.2024.2353630
Khlaif, Z. N., Ayyoub, A., Hamamra, B., Bensalem, E., Mitwally, M. A. A., Ayyoub, A., Hattab, M. K., & Shadid, F. (2024). University Teachers’ Views on the Adoption and Integration of Generative AI Tools for Student Assessment in Higher Education. Education Sciences, 14(10), 1090. https://doi.org/10.3390/educsci14101090
Leyva Ricardo, S. E., & Pancorbo Sandoval, J. A. (2024). Implementación de la economía circular en la gestión de la cadena de suministro: Un análisis bibliométrico. Región Científica, 3(2), 2024315. https://doi.org/10.58763/rc2024315
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790
López González, Y. Y. (2023). Aptitud digital del profesorado frente a las competencias TIC en el siglo XXI: una evaluación de su desarrollo. Región Científica, 2(2), 2023119. https://doi.org/10.58763/rc2023119
Marchena Sekli, G. (2024). The research landscape on generative artificial intelligence: A bibliometric analysis of transformer-based models. Kybernetes. https://doi.org/10.1108/K-03-2024-0554
Mata Hernández, J. M. (2025). Aplicaciones de la inteligencia artificial generativa en la enseñanza del derecho aduanero e internacional. Región Científica, 4(1), 2025432. https://doi.org/10.58763/rc2025432
McDonald, N., Johri, A., Ali, A., & Collier, A. H. (2025). Generative artificial intelligence in higher education: Evidence from an analysis of institutional policies and guidelines. Computers in Human Behavior: Artificial Humans, 3, 100121. https://doi.org/10.1016/j.chbah.2025.100121
Memarian, B., & Doleck, T. (2023). Fairness, Accountability, Transparency, and Ethics (FATE) in Artificial Intelligence (AI) and higher education: A systematic review. Computers and Education: Artificial Intelligence, 5, 100152. https://doi.org/10.1016/j.caeai.2023.100152
Ng, D. T. K., Lee, M., Tan, R. J. Y., Hu, X., Downie, J. S., & Chu, S. K. W. (2023). A review of AI teaching and learning from 2000 to 2020. Education and Information Technologies, 28(7), 8445–8501. https://doi.org/10.1007/s10639-022-11491-w
Núñez-Barahona, E. G., & Espinosa-Cristia, J. F. (2024). Liderazgo ético y comportamiento de los empleados. Análisis cienciométrico en la producción científica. Región Científica, 3(2), 2024295. https://doi.org/10.58763/rc2024295
Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27(6), 7893–7925. https://doi.org/10.1007/s10639-022-10925-9
Padilla Hernández, S. G. (2024). Inteligencia Artificial en los servicios bancarios. Una revisión bibliométrica. Región Científica, 3(2), 2024335. https://doi.org/10.58763/rc2024335
Pathak, S., & Pallasena, R. K. (2025). Mapping the evolution of generative AI: Insights from bibliometric research. Journal of Decision Systems, 1–30. https://doi.org/10.1080/12460125.2024.2438612
Pesovski, I., Santos, R., Henriques, R., & Trajkovik, V. (2024). Generative AI for Customizable Learning Experiences. Sustainability, 16(7), 3034. https://doi.org/10.3390/su16073034
Pessin, V. Z., Yamane, L. H., & Siman, R. R. (2022). Smart bibliometrics: An integrated method of science mapping and bibliometric analysis. Scientometrics, 127(6), 3695–3718. https://doi.org/10.1007/s11192-022-04406-6
Raudales-Garcia, E. V., Acosta-Tzin, J. V., & Aguilar-Hernández, P. A. (2024). Economía circular: Una revisión bibliométrica y sistemática. Región Científica, 3(1), 2024192. https://doi.org/10.58763/rc2024192
Roman-Acosta, D., Rodríguez Torres, E., Baquedano Montoya, M. B., López Zavala, L. C., & Pérez Gamboa, A. J. (2024). ChatGPT y su uso para perfeccionar la escritura académica en educandos de posgrado. Praxis Pedagógica, 24(36), 53–75. https://doi.org/10.26620/uniminuto.praxis.24.36.2024.53-75
Ruiz-Rojas, L. I., Salvador-Ullauri, L., & Acosta-Vargas, P. (2024). Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education. Sustainability, 16(13), 5367. https://doi.org/10.3390/su16135367
Sai, S., Sai, R., & Chamola, V. (2024). Generative AI for Industry 5.0: Analyzing the impact of ChatGPT, DALLE, and Other Models. IEEE Open Journal of the Communications Society, 1–1. https://doi.org/10.1109/OJCOMS.2024.3400161
Salinas-Navarro, D. E., Vilalta-Perdomo, E., Michel-Villarreal, R., & Montesinos, L. (2024). Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment. Education Sciences, 14(1), 83. https://doi.org/10.3390/educsci14010083
Sánchez-Castillo, V., Pérez-Gamboa, A. J., & Gómez-Cano, C. A. (2024). Trends and evolution of Scientometric and Bibliometric research in the SCOPUS database. Bibliotecas, Anales de Investigacion, 20(1). https://dialnet.unirioja.es/servlet/articulo?codigo=9740327
Sardiñas Padilla, E., & Valdés García, K. (2025). Incorporación de la inteligencia artificial a la educación cubana. Ventajas y limitaciones. Región Científica, 4(1), 2025372. https://doi.org/10.58763/rc2025372
Sarián González, M., Bruna Román, C., Robles Lagos, C., & Vaca Lombana, G. (2025). Gestión empresarial de la sostenibilidad, RSE e Inteligencia Artificial. Una nueva frontera en las decisiones. Región Científica, 4(1), 2025382. https://doi.org/10.58763/rc2025382
Sedkaoui, S., & Benaichouba, R. (2024). Generative AI as a transformative force for innovation: A review of opportunities, applications and challenges. European Journal of Innovation Management. https://doi.org/10.1108/EJIM-02-2024-0129
Sengar, S. S., Hasan, A. B., Kumar, S., & Carroll, F. (2024). Generative artificial intelligence: A systematic review and applications. Multimedia Tools and Applications. https://doi.org/10.1007/s11042-024-20016-1
Su, J., & Yang, W. (2023). Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education. ECNU Review of Education, 6(3), 355–366. https://doi.org/10.1177/20965311231168423
Wang, H. (2022). Short Sequence Chinese-English Machine Translation Based on Generative Adversarial Networks of Emotion. Computational Intelligence and Neuroscience, 2022, 1–10. https://doi.org/10.1155/2022/3385477
Wong, W. K. O. (2024). The sudden disruptive rise of generative artificial intelligence? An evaluation of their impact on higher education and the global workplace. Journal of Open Innovation: Technology, Market, and Complexity, 10(2), 100278. https://doi.org/10.1016/j.joitmc.2024.100278
Xia, Q., Weng, X., Ouyang, F., Lin, T. J., & Chiu, T. K. F. (2024). A scoping review on how generative artificial intelligence transforms assessment in higher education. International Journal of Educational Technology in Higher Education, 21(1), 40. https://doi.org/10.1186/s41239-024-00468-z
Yu, H., & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: Current status, issues, and prospects. Frontiers in Education, 8, 1183162. https://doi.org/10.3389/feduc.2023.1183162
Yu, J., Yin, H., Xia, X., Chen, T., Li, J., & Huang, Z. (2024). Self-Supervised Learning for Recommender Systems: A Survey. IEEE Transactions on Knowledge and Data Engineering, 36(1), 335–355. https://doi.org/10.1109/TKDE.2023.3282907
Zapata Muriel, F. A., Montoya Zapata, S., & Montoya-Zapata, D. (2024). Dilemas éticos planteados por el auge de la inteligencia artificial: Una mirada desde el transhumanismo. Región Científica, 3(1), 2024225. https://doi.org/10.58763/rc2024225
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Carlos Alberto Gómez Cano, Alfredo Javier Pérez Gamboa
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento. Cada autor es responsable del contenido de cada uno de sus artículos. Los artículos pueden ser inéditos o estar disponibles previamente en servidores de preprints reconocidos por la revista. Sin embargo, no se permite la duplicación de la publicación o traducción de un artículo ya publicado en otra revista o como capítulo de un libro.
This journal provides immediate open access to its content, based on the principle that providing the public with free access to research supports a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. Articles may be previously unpublished or available on preprint servers recognized by the journal. However, duplication of publication or translation of an article already published in another journal or as a book chapter is not permitted.
Esta revista oferece acesso aberto imediato ao seu conteúdo, com base no princípio de que oferecer ao público acesso gratuito à pesquisa contribui para um maior intercâmbio global de conhecimento. Cada autor é responsável pelo conteúdo de cada um de seus artigos. Os artigos poderão ser inéditos ou estar previamente disponíveis em servidores de preprints reconhecidos pela revista. No entanto, não é permitida a duplicação de publicação ou tradução de artigo já publicado em outro periódico ou como capítulo de livro.
Universidad de Oriente 