The adoption of generative artificial intelligence in Higher Education: bibliometric and scientometric analysis

Authors

  • Carlos Alberto Gómez Cano Corporación Unificada Nacional de Educación Superior, Colombia
  • Alfredo Javier Pérez Gamboa Centro de Investigación en Educación, Naturaleza, Cultura e Innovación para la Amazonia, Colombia

Keywords:

Artificial Intelligence, Higher Education, Information technology, Scientific publications

Abstract

Introduction: Generative artificial intelligence (IAGen) can be classified as one of the most disruptive technologies of the 21st century. Objective: This article analyzes the adoption of generative artificial intelligence in higher education through a bibliometric and scientometric study of publications indexed in Scopus. Materials and Methods: The indicators used were the volume of publications, the distribution of citations, disciplinary areas, co-authorship networks and keywords, which allowed global trends to be identified. Results: The results revealed an exponential growth in scientific production, with a predominance of applied studies and international collaboration led by countries in North America, Europe and Asia. The most relevant areas included computer sciences, educational sciences and social sciences, with an increasing focus on personalization of learning, ethical challenges, as well as challenges of governance and regulation. Conclusions: The study highlights the need to address regional gaps and encourage research that integrates practical and theoretical perspectives for equitable and sustainable adoption.

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2025-03-25

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Gómez Cano, C. A., & Pérez Gamboa, A. J. (2025). The adoption of generative artificial intelligence in Higher Education: bibliometric and scientometric analysis. Maestro Y Sociedad, 22(1), 299–311. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/6779

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Vol. 22 No. 1 (2025)

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Copyright (c) 2025 Carlos Alberto Gómez Cano, Alfredo Javier Pérez Gamboa

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