Inteligencia artificial en la gestión de la educación superior
Palabras clave:
inteligencia artificial, educación superior, gestión universitaria, IA generativaResumen
La inteligencia artificial (IA) está transformando progresivamente procesos de gestión y enseñanza en educación superior, ofreciendo nuevas oportunidades para aprendizaje personalizado y eficiencia administrativa. El presente estudio tiene como objetivo analizar el uso de IA en administración y enseñanza universitaria en Ecuador, identificando sus oportunidades, beneficios y principales desafíos. Se aplicó un enfoque de métodos mixtos con énfasis cuantitativo, el análisis incluyó estadística descriptiva e inferencial y análisis de contenido cualitativo; los datos se recolectaron mediante un cuestionario validado aplicado a 146 docentes universitarios de cuatro instituciones de educación superior de la provincia de Manabí. Los resultados muestran un aumento del uso de herramientas de IA generativa y percepciones positivas sobre personalización del aprendizaje y eficiencia; sin embargo, persisten limitaciones como falta de capacitación, ausencia de políticas institucionales y preocupaciones sobre privacidad. La IA tiene potencial en educación superior, pero su integración requiere capacitación docente, lineamientos institucionales y regulación ética.
Citas
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Al Kalach, N. (2025). AI-Driven Customer Relationship Management: Enhancing Salesforce Efficiency Through Predictive Analytics. International Journal of Advance Industrial Engineering, 13(01), 22-35. E-ISSN 2320-5539. https://ijaie.com/index.php/ijaie/article/view/103/92
Alastor, E. y Martínez-García, I. (2025). Competencias Digitales e Inteligencia Artificial en el Prácticum: un marco conceptual para la formación de agentes educativos. Revista Prácticum, 10(1), 66-84. https://doi.org/10.24310/rep.10.1.2025.21780
Albuja, B. y Guadalupe, J. (2022). Áreas de estudio y aplicación de inteligencia artificial en las universidades mejor puntuadas del Ecuador. Revista Científica y Tecnológica UPSE, 9(2), 58–74. https://doi.org/10.26423/rctu.v9i2.705
Alenezi, M., Wardat, S., & Akour, M. (2023). The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities. Sustainability, 15(6), 4782. https://doi.org/10.3390/su15064782
Allouch, M., Azaria, A., & Azoulay, R. (2021). Conversational Agents: Goals, Technologies, Vision and Challenges. Sensors, 21(24), 8448. https://doi.org/10.3390/s21248448
Al-Zahrani, A.M., & Alasmari, T.M. (2024). Exploring the impact of artificial intelligence on higher education: The dynamics of ethical, social, and educational implications. Humanit Soc SciCommun 11, 912. https://doi.org/10.1057/s41599-024-03432-4
An, Q., Yang, J., Xu, X., Zhang, Y., & Zhang, H. (2024). Decoding AI Ethics from a User’s Lens in Education: A Systematic Review. Heliyon, 10(20), e39357. https://doi.org/10.1016/j.heliyon.2024.e39357
An, X., Chai, C., Li, Y., Zhou, Y., Shen X., Zheng, C., & Chen, M. (2023). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Educ Inf Technol 28, 5187–5208. https://doi.org/10.1007/s10639-022-11286-z
Andreoli, S., Batista, A., Fuksman, B., Gladkoff, L., Martínez, K., y Perillo, L. (2022). Inteligencia artificial y educación. Un marco para el análisis y la creación de experiencias en el nivel superior. https://doi.org/10.13140/RG.2.2.12073.20326
Araya, D., & Marber, P. (Eds.). (2023). Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work (1st ed.). Routledge. https://doi.org/10.4324/9781003230762
Arroyo Estupiñan, S., Gómez Rodriguez, C. E., Parrales Castillo, M. del C., & Moreira Palacios, D. F. (2025). Fomento del pensamiento crítico en la Educación Superior a través de enfoques metodológicos innovadores con inteligencia artificial. Revista Científica De Innovación Educativa Y Sociedad Actual "ALCON", 5(3), 287–295. https://doi.org/10.62305/alcon.v5i3.593
Asunda, P., Faezipour, M., Tolemy, J., & Engel, M. (2023). Embracing Computational Thinking as an Impetus for Artificial Intelligence in Integrated STEM Disciplines through Engineering and Technology Education. Journal of Technology Education, 34(2), 43-63. https://doi.org/10.21061/jte.v34i2.a.3
Ayyildiz, P., & Yilmaz, A. (2023). A New Chapter is Being Written About Writing Instruction: Instructional Leadership at K-12 Levels in The Age of Artificial Intelligence (AI). Educational Policy Analysis and Strategic Research, 18(4), 82-101. https://doi.org/10.29329/epasr.2023.631.4
Bordovskaia, N., Darinskaya, L., & Zhebrovskaia, O. (2016). Didactic tools’ of selection in the use of active and interactive training methods. Procedia - Social and Behavioral Sciences, 217, 26–33. https://doi.org/10.1016/j.sbspro.2016.02.009
Campoverde Cajas, E. A., & Campoverde Castro, M. del P. (2025). Desafíos y Oportunidades de la Inteligencia Artificial en la Educación Superior Ecuatoriana. Ciencia Latina Revista Científica Multidisciplinar, 9(3), 2684-2704. https://doi.org/10.37811/cl_rcm.v9i3.17896
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: a Systematic Review of Research. TechTrends 66, 616–630. https://doi.org/10.1007/s11528-022-00715-y
Chan, C. K. Y., & Colloton, T. (2024). Generative AI in Higher Education: The ChatGPT Effect. Routledge. https://doi.org/10.4324/9781003459026
Cheah, Y. H., Lu, J., & Kim, J. (2025). Integrating generative artificial intelligence in K-12 education: Examining teachers’ preparedness, practices, and barriers. Computers and Education Artificial Intelligence, 100363. https://doi.org/10.1016/j.caeai.2025.100363
Chen, L., Chen, P., y Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Chicaiza, R. M., Camacho Castillo, L. A., Ghose, G., Castro Magayanes, I. E., & Gallo Fonseca, V. T. . (2023). Aplicaciones de Chat GPT como inteligencia artificial para el aprendizaje de idioma inglés: avances, desafíos y perspectivas futuras. LATAM Revista Latinoamericana De Ciencias Sociales Y Humanidades, 4(2), 2610–2628. https://doi.org/10.56712/latam.v4i2.781
Chiu, T.K.F. A Holistic Approach to the Design of Artificial Intelligence (AI) Education for K-12 Schools. TechTrends 65, 796–807 (2021). https://doi.org/10.1007/s11528-021-00637-1
Cisneros Zumba, N. B., Valladares Cisneros, M. G., Venegas Quintana, O., & Chala Jaramillo, F. J. (2025). Uso de inteligencia artificial en la gestión académica y administrativa para el fortalecimiento institucional en la educación superior: evolución e innovación digital. Revista Social Fronteriza, 5(2), e–691. https://doi.org/10.59814/resofro.2025.5(2)691
Clark, J., Barton, B., Albarqouni, L., Byambasuren, O., Jowsey, T., Keogh, J., Liang, T., Moro, C., O’Neill, H., & Jones, M. (2025). Generative artificial intelligence use in evidence synthesis: A systematic review. Research Synthesis Methods, 16(4), 601-619. https://doi.org/10.1017/rsm.2025.16
Contreras, P. (2024). Convergencia internacional y caminos propios: regulación de la inteligencia artificial en américa latina. Actualidad Jurídica Iberoamericana (21), 148-493. ISSN: 2386-4567. https://revista-aji.com/wp-content/uploads/2024/07/AJI21_Art17.pdf
Cope, Ch., & Ward., P. (2002). Integrating learning technology into classrooms: The importance of teachers’ perceptions. Journal of Educational Technology & Society, 5(1), 67–74. http://www.jstor.org/stable/jeductechsoci.5.1.67
Cordón García, O. (2023). Inteligencia Artificial en Educación Superior: Oportunidades y Riesgos. RiiTE Revista interuniversitaria de investigación en Tecnología Educativa, (15), 16–27. https://doi.org/10.6018/riite.591581
Cruz Alves, N., Von Wangenheim, C.G., Hauck, J.C., & Borgatto, A. (2020). A Large-scale Evaluation of a Rubric for the Automatic Assessment of Algorithms and Programming Concepts. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE '20). Association for Computing Machinery, New York, NY, USA, 556–562. https://doi.org/10.1145/3328778.3366840
Dai, Y., Liu, A., Qin, J., Guo, Y., Jong, MS., Chai, C. y Lin, Z. (2022). Collaborative construction of artificial intelligence curriculum in primary schools. Journal of Engineering Education, 112 (1), 23-42. https://doi.org/10.1002/jee.20503
Díaz, A. A. (2025). Inteligencia artificial y evaluación en contextos universitarios: una revisión de los últimos avances. Educación y Futuro: Revista de Iinvestigación Aplicada y Experiencias Educativas, (52), 67-83. https://doi.org/10.5281/zenodo.15174010
Dilek, M., Baran, E., & Aleman, E. (2025). AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery. Journal of Teacher Education, 76(3), 294-311. https://doi.org/10.1177/00224871251325083
Donmez, M. (2024). AI-based feedback tools in education: A comprehensive bibliometric analysis study. International Journal of Assessment Tools in Education, 11(4), 622–646. https://doi.org/10.21449/ijate.1467476
Du Plooy, E., Casteleijn, D., & Franzsen, D. (2024). Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement. Heliyon, 10(21), e39630. https://doi.org/10.1016/j.heliyon.2024.e39630
Edmett, A., Ichaporia, N., Crompton, H., y Crichton, R. (2024). Artificial intelligence and English language teaching: Preparing for the future (Second edition). British Council. https://doi.org/10.57884/78EA-3C69
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. ETR&D 47, 47–61 . https://doi.org/10.1007/BF02299597
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001
Fırat, M. (2023). Integrating AI Applications into Learning Management Systems to Enhance e-Learning. Instructional Technology and Lifelong Learning, 4 (1), 1-14. https://doi.org/10.52911/itall.1244453
Fitzpatrick, D., Fox, A. & Weinstein, B. (2023). The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education. TeacherGoals Publishing. ISBN: 978-1-959419-11-2
Gairín, J., y Alguacil, L. (2024). La gestión de la inteligencia artificial en los contextos universitarios Iberoamericanos. EDO-Serveis- Universitat Autònoma de Barcelona. https://ddd.uab.cat/pub/llibres/2024/300143/Serie_Testimonios_IA_DEF_21_.pdf
Gallent-Torres, C., Zapata-González, A., & Ortego-Hernando, J. L. (2023). El impacto de la inteligencia artificial generativa en educación superior: una mirada desde la ética y la integridad académica. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 29(2), 1-21. https://doi.org/10.30827/relieve.v29i2.29134
Gao, W., Wei, J., Li, Y., Wang, D., & Fang, L. (2023). Motivations for social network site use and users' well-being: mediation of perceived social support, positive self-presentation and honest self-presentation. Aslib Journal of Information Management, 75(1), 171–191. https://doi.org/10.1108/AJIM-08-2021-0224
García Villarroel, J. J. (2021). Implicancia de la inteligencia artificial en las aulas virtuales para la educación superior. Orbis Tertius - UPAL, 5(10), 31–52. ISSN: 2709-8001. file:///C:/Users/DELL/Downloads/IMPLICANCIA_DE_LA_INTELIGENCIA_ARTIFICIAL_EN_LAS_A.pdf
Ge, Z., & Hu, Y. (2020). Innovative Application of Artificial Intelligence (AI) in the Management of Higher Education and Teaching. Journal of Intelligent y Fuzzy Systems, 38(3), 1–10. https://ui.adsabs.harvard.edu/link_gateway/2020JPhCS1533c2089G/doi:10.1088/1742-6596/1533/3/032089
Gweon, H., Fan, J., & Kim, B. (2023). Socially intelligent machines that learn from humans and help humans learn. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 381(2251). https://doi.org/10.1098/rsta.2022.0048
Hernández Nodarse, M.., Fonseca Torres, W.., Ponce de León, D., Villarroel Henríquez, V., & López, A. R. (2025). Ethics, generative artificial intelligence, and educational assessment: An analysis of university students’ perceptions. Salud, Ciencia Y Tecnología, 5, 2359. https://doi.org/10.56294/saludcyt20252359
Hernández, R., Fernández, C., y Baptista, P. (2023). Metodología de la Investigación (7ma ed.). McGraw-Hill.
Holmes, W., & Porayska-Pomsta, K. (2023). The ethics of artificial intelligence in education. Practices, challenges, and debates. Routledge. https://hrcak.srce.hr/en/file/439501
Infante, A. (2023). Percepción de los docents sobre la inteligencia artificial en la educación superior. Scripta Mundi, 2(1), 45–56. https://doi.org/10.53591/scmu.v2i1.59
Kamalov, F., Calonge, D. S., & Gurrib, I. (2023). New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution. Sustainability, 15(16). 12451. https://arxiv.org/abs/2305.18303
Kong, S.-C. & Yang, Y. (2024). A Human-Centered Learning and Teaching Framework Using Generative Artificial Intelligence for Self-Regulated Learning Development Through Domain Knowledge Learning in K–12 Settings. IEEE Transactions on Learning Technologies, 17, 1562-1573. https://doi.org/10.1109/TLT.2024.3392830
Kroff, F. J., Coria, D. F., & Ferrada, C. A. (2024). Inteligencia Artificial en la educación universitaria: Innovaciones, desafíos y oportunidades. Revista Espacios, 45(5), 120-135. DOI: https://www.revistaespacios.com/a24v45n05/24450509.html
Lambert, J., & Stevens, M. (2023). ChatGPT and Generative AI Technology: A Mixed Bag of Concerns and New Opportunities. Computers in the Schools, 41(4), 559–583. https://doi.org/10.1080/07380569.2023.2256710
Lazar K., Veljko, A. y Majrija, K. (2022). Artificial intelligence in education: A review. Technics and Informatics in Education – TIE 2022, (223-228). DOI: 10.46793/TIE22.223K.
Li, L., & Tsai, C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286–297. https://doi.org/10.1016/j.compedu.2017.07.007
Litardo, J. T., Wong, C. R., Ruiz, S. M., & Benites, K. P. (2023). Retos y oportunidades docente en la implementación de la inteligencia artificial en la educación superior ecuatoriana. South Florida Journal of Development, 4(2), 867–889. https://doi.org/10.46932/sfjdv4n2-020
Liu, S. (2010). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012–1022. https://doi.org/10.1016/j.compedu.2010.12.001
Looi, CK (Ed.). (2005). Inteligencia artificial en la educación: apoyo al aprendizaje mediante tecnología inteligente y socialmente informada (Vol. 125). Ios Press.
López-Vasco, F. E., Angulo-Álvarez, M. R., y Sosa-Zúñiga, D. I. (2025). Formación Docente en IA Generativa: Impacto Ético y Retos en Educación Superior. Alteridad, 20(2), 166-177. https://doi.org/10.17163/alt.v20n2.2025.01
Macías Lara, R. A., Solorzano Criollo, L. R., Choez Calderón, C. J., y Blandón Matamba, B. E. (2023). La inteligencia artificial; análisis del presente y futuro en la educación superior. Revista Científica Multidisciplinar G-Nerando, 4(1). https://revista.gnerando.org/revista/index.php/RCMG/article/view/98
Macías Loor, M. Á., Macías Loor, M. A., Medranda Medranda, J. A., Macias Navarrete, M. L., y Valencia Cedeño, S. J. (2025). La inteligencia artificial y su aplicación en la gestión de la educación superior. En S. Sánchez Lavanda (Ed.), Innovación y retos en la educación superior: La integración de la tecnología y la gerencia estratégica (pp. 115–138). Editorial Grupo Compás. https://isbnecuador.com/catalogo.php?mode=detalle&nt=106653
Maraza-Quispe, B., Oviedo, O., Cisneros-Chávez, B., Cuentas-Toledo, M., Cuadros-Paz, L., Fernandez- Gambarini, W., Quispe-Flores, L., y Caytuiro-Silva, N. (2019). Model to Personalize the Teaching-Learning Process in Virtual Environments Using Case-Based Reasoning. ACM International Conference Proceeding Series, 105–110. https://doi.org/10.1145/3369255.3369264
Mariani, M., Hashemi, N., & Wirtz, J. (2023). Artificial intelligence empowered conversational agents: A systematic literature review and research agenda. Journal of Business Research, 161, 113838. https://doi.org/10.1016/j.jbusres.2023.113838
Markauskaite, L., Marrone, R., Poquet, O., Knight, S., Martinez-Maldonado, R., Howard, S., Tondeur, J., De Laat, M., Shum, S. B., Gašević, D., & Siemens, G. (2022). Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? Computers and Education Artificial Intelligence, 3, 100056. https://doi.org/10.1016/j.caeai.2022.100056
Medina Romero, M. (2024). Aplicaciones de la Inteligencia Artificial para la investigación y la innovación en la educación superior. Revista Social Fronteriza, 4(4), e44336. https://doi.org/10.59814/resofro.2024.4(4)336
Mekni, M. (2021) An Artificial Intelligence Based Virtual Assistant Using Conversational Agents. Journal of Software Engineering and Applications, 14, 455-473. https://doi.org/10.4236/jsea.2021.149027
Murugan, T., Periasamy, K., & Abirami, A.M. (Eds.). (2025). Adopting Artificial Intelligence Tools in Higher Education: Teaching and Learning (1st ed.). CRC Press. https://doi.org/10.1201/9781003469315
Naranjo Ríos, A. G., Jácome López, A. R., y Quezada Contreras, D. F. (2025). Uso de Chatbots en la enseñanza de Educación Superior ecuatoriana: una revisión sistemática de los modelos de estudios. ASCE, 4(3), 2431–2453. https://doi.org/10.70577/ASCE/2431.2453/2025
Nazaretsky, T., Ariely, M., Cukurova, M. & Alexandron, G. (2022). Teachers' trust in AI-powered educational technology and a professional development program to improve it. British Journal of Educational Technology, 53(4), 914-931. https://doi.org/10.1111/bjet.13232
Nivela Cornejo, M. A., & Segundo Vicente, E. D. (2024). Inteligencia Artificial en la Educación Superior: Innovación, Desafíos y Perspectivas para el Futuro. Código Científico Revista De Investigación, 5(2), 1242–1266. https://www.revistacodigocientifico.itslosandes.net/index.php/1/article/view/625/1379
Ocaña-Fernández, Y., Valenzuela-Fernández, L. A., y Garro-Aburto, L. L. (2019). Inteligencia artificial y sus implicaciones en la educación superior. Propósitos Y Representaciones, 7(2), 536–568. https://doi.org/10.20511/pyr2019.v7n2.274
Ouyang, F., Jiao, P., McLaren, B.M., & Alavi, A.H. (Eds.). (2022). Artificial Intelligence in STEM Education: The Paradigmatic Shifts in Research, Education, and Technology (1st ed.). CRC Press. https://doi.org/10.1201/9781003181187
Paiva, J. C., Leal, J. P., & Figueira, Á. (2022). Automated assessment in computer science education: A state-of-the-art review. ACM Transactions on Computing Education (TOCE), 22(3), 1-40. https://doi.org/10.1145/3513140
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307 (Original work published 1992)
Parra-Sánchez, J. S. (2022). Potencialidades de la Inteligencia Artificial en Educación Superior: Un Enfoque desde la Personalización. Revista Docentes 2.0, 14(1), 19–27. https://doi.org/10.37843/rted.v14i1.296
Pham, S. T., & Sampson, P. M. (2022). The development of artificial intelligence in education: A review in context. Journal of Computer Assisted Learning, 38(5), 1408-1421. https://doi.org/10.1111/jcal.12687
Polat, M., Karataş, İ. H., & Varol, N. (2025). Ethical Artificial Intelligence (AI) in Educational Leadership: Literature Review and Bibliometric Analysis. Leadership and Policy in Schools, 24(1), 46–76. https://doi.org/10.1080/15700763.2024.2412204
Popenici, S.A.D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. RPTEL 12, 22. https://doi.org/10.1186/s41039-017-0062-8
Pratiwi, H., Riwanda, A., Hasruddin, H., Sujarwo, S., & Syamsudin, A. (2025). Transforming learning or creating dependency? Teachers’ perspectives and barriers to AI integration in education. Journal of Pedagogical Research, 9(2), 127-142. https://doi.org/10.33902/JPR.202531677
Preston, J. (2021). Artificial intelligence in the capitalist university: Academic labour, commodification, and value (p. 182). Taylor & Francis. DOI https://doi.org/10.4324/9781003081654
Putwain, D. W., Nicholson, L. J., Nakhla, G., Reece, M., Porter, B., & Liversidge, A. (2015). Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised. Contemporary Educational Psychology, 44–45, 21–31. https://doi.org/10.1016/j.cedpsych.2015.12.001
Raghuvanshi, A. (2025). AI and predictive analytics in higher education: A salesforce approach. World Journal of Advanced Research and Reviews, 26(02), 3047-3053. https://doi.org/10.30574/wjarr.2025.26.2.1958
Ratan, R., Ucha, C., Lei, Y., Lim, C., Triwibowo, W., Yelon, S., Sheahan, A., Lamb, B., Deni, B., & Chen, V. H. H. (2022). How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains? Computers & Education, 191, 104621. https://doi.org/10.1016/j.compedu.2022.104621
Rehman, N. A. (2024). Empowering Education with AI: The Rise of Chatbots in Educational Institutions. IEEE. https://doi.org/10.1109/ICCDA64887.2024.10867399
Remegio, A.N. (2025). Predictive Analytics in Higher Education: A Systematic Literature Review of Machine Learning Models for Forecasting Academic Performance and Ethical Integration. 2025 14th International Conference on Educational and Information Technology (ICEIT), 213-218. https://ieeexplore.ieee.org/document/10976097
Salas-Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student Engagement in Online Learning in Latin American Higher Education during the COVID-19 Pandemic: A Systematic Review. British Journal of Educational Technology, 53(3), 593-619.
Sanabria Medina, G. y Regil-Vargas, L. (2024). Inteligencia artificial para la recomendación de recursos en educación en línea. Apertura, 16(2), 6-21. http://doi.org/10.32870/Ap.v16n2.2542
Schiff, D. (2022). Education for AI, not AI for Education: The Role of Education and Ethics in National AI Policy Strategies. International Journal of Artificial Intelligence in Education, 32(1), 527–563. https://link.springer.com/article/10.1007/s40593-021-00270-2
Shah, P. (2023). AI and the Future of Education:Teaching in the Age of Artificial Inteliggence. John Wiley & Sons. ISBN 9781394219261
Silva Puitiza, R. (2024). Influencia de la infraestructura educativa en el rendimiento académico de los estudiantes del Instituto Superior Tecnológico Bolívar, La Libertad, 2024. Universidad César Vallejo. https://repositorio.ucv.edu.pe/bitstream/handle/20.500.12692/150895/Silva_PRL-SD.pdf?isAllowed=yysequence=1
Tapalova, E., y Zhiyenbayeva, A. (2022). AI-driven personalization in higher education: A review. International Journal of Educational Technology in Higher Education, 19(1), 1–20. https://files.eric.ed.gov/fulltext/EJ1373006.pdf
Tsai, SC., Chen, CH., Shiao, YT., Ciou, JS., Wu, TN. (2020). Precision education with statistical learning and deep learning: a case study in Taiwan. Int J Educ Technol High Educ, 17, (12). https://doi.org/10.1186/s41239-020-00186-2
Umoke, C. C., Nwangbo, S. O., & Onwe, O. A. (2025). The Governance of AI in Education: Developing Ethical Policy Frameworks for Adaptive Learning Technologies. International Journal of Applied Science and Mathematical Theory, 11(2). https://www.iiardjournals.org/get/IJASMT/VOL.%2011%20NO.%202%202025/The%20Governance%20of%20AI%20in%20Education%2071-88.pdf
UNESCO. (2021). AI and education. Guidance for policy-makers. DOI: https://doi.org/10.54675/PCSP7350
Valencia, A. y Figueroa, R. (2023). Incidencia de la Inteligencia Artificial en la Educación. Educatio Siglo XXI, 41(3), 235-264. https://doi.org/10.6018/educatio.555681
Vera, D. (2025). Impacto de la inteligencia artificial en la calidad de vida académica de los estudiantes universitarios: oportunidades y desafíos. Universidad Politécnica Salesiana. https://dspace.ups.edu.ec/bitstream/123456789/31534/1/UPS-GT006768.pdf
Vera, F. (2023). Integración de la Inteligencia Artificial en la Educación superior: Desafíos y oportunidades. Transformar, 4(1), 17–34. https://www.revistatransformar.cl/index.php/transformar/article/view/84
Wang, Y., Liu, X., & Zhang, J. (2023). AI-enhanced adaptive learning systems: A meta-analysis. Computers y Education, 192, 104624. https://journals.sagepub.com/doi/abs/10.1177/07356331241240459
Yan, Y., & Liu, H. (2025). Ethical framework for AI education based on large language models. Educ Inf Technol 30, 10891–10909. https://doi.org/10.1007/s10639-024-13241-6
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Miguel Macías Loor, Marielisa Stefanía Zavala Cárdenas, Jonathan Rodolfo Delgado Cedeño, María Elena Tubay Álvarez, Leopoldo Vinicio Venegas Loor
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 