El impacto de la inteligencia artificial en los métodos de enseñanza, evaluación, principales habilidades, y los factores clave que determinan su priorización en los procesos de educación superior: Una revisión de alcance.
Resumen
La Inteligencia Artificial (IA) impacta la educación superior al personalizar el aprendizaje y transformar la enseñanza y la evaluación, aunque enfrenta obstáculos como la falta de marcos éticos. Se realizó una revisión exploratoria en Web of Science y Scopus con 170 estudios mediante un cuestionario validado con criterios FINER. Los resultados indican que la IA potencia tres enfoques: las aplicaciones de IA, el aprendizaje basado en proyectos, y el aprendizaje colaborativo. En la evaluación, la IA complementa las herramientas tradicionales, enriqueciendo la retroalimentación sin reemplazarlas. Las competencias más valoradas son el pensamiento crítico, la alfabetización digital y la ética. Se requieren docentes capacitados y modelos híbridos de evaluación. El desafío ético es central para construir una sociedad más consciente.
Citas
Akhmadieva, R. S., Kalmazova, N. A., Belova, T., Prokopyev, A., Molodozhnikova, N. M., & Spichak, V. Y. (2024). Research trends in the use of artificial intelligence in higher education. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1438715
Ba, H., zhang, L., & Yi, Z. (2024). Enhancing clinical skills in pediatric trainees: A comparative study of ChatGPT-assisted and traditional teaching methods. BMC Medical Education, 24(1), 1–7. https://doi.org/10.1186/s12909-024-05565-1
Bustamente Bula, R., & Camacho Bonilla, A. (2024). Inteligencia artificial (IA) en las escuelas: Una revisión sistemática (2019-2023). Enunciación, 29(1), 62–82. https://doi.org/10.14483/22486798.22039
Castro, R. A. G., Chura-Quispe, G., Molina, J. F. V., Ramos, L. A. E., & Durand, C. A. A. (2024). Bibliometric review on teaching methods with artificial intelligence in education. Online Journal of Communication and Media Technologies, 14(2), 1–13. https://doi.org/10.30935/ojcmt/14367
Cedeño-Triviño, R. E., & Hernández-Velásquez, B. I. (2022). Factores externos que inciden en el aprendizaje de los estudiantes. Dominio de las Ciencias, 8(2), 1483–1498. http://dx.doi.org/10.23857/dc.v8i2.2718
Cheng, C.-C., Wang, J.-S., Zhai, X., & Yang, Y.-T. C. (2025). AI literacy and gender equity in elementary education: A quasi-experimental study of a STEAM–PBL–AIoT course with questionnaire validation. International Journal of STEM Education, 12(1), 1–22. https://doi.org/10.1186/s40594-025-00574-y
Chookaew, S., Kitcharoen, P., Howimanporn, S., & Panjaburee, P. (2024). Fostering student competencies and perceptions through artificial intelligence of things educational platform. Computers and Education: Artificial Intelligence, 7, 1–13. https://doi.org/10.1016/j.caeai.2024.100308
Chornous, G. O., & Rybalchenko, S. A. (2017). Integration of Information Technologies’ Dynamic Development into Academic Teaching Process. https://ceur-ws.org/Vol-1844/10000207.pdf
Deroncele-Acosta, A., Sayán-Rivera, R. M. E., Mendoza-López, A. D., Norabuena-Figueroa, E. D., Deroncele-Acosta, A., Sayán-Rivera, R. M. E., Mendoza-López, A. D., & Norabuena-Figueroa, E. D. (2025). Generative Artificial Intelligence and Transversal Competencies in Higher Education: A Systematic Review. Applied System Innovation, 8(3), 1–27. https://doi.org/10.3390/asi8030083
El Gourari, A., Ait Ben Braim, A., Raoufi, M., & Skouri, M. (2024). Development of Teaching Methods Using Artificial Intelligence Techniques. In M. E. Auer & T. Tsiatsos (Eds.), Smart Mobile Communication & Artificial Intelligence (pp. 342–354). Springer Nature Switzerland. http://dx.doi.org/10.1007/978-3-031-56075-0_33
El Hajj, M., & Harb, H. (2023). Rethinking Education: An In-Depth Examination of Modern Technologies and Pedagogic Recommendations. The International Academic Forum (IAFOR), 11(2), 97–113. https://doi.org/10.22492/ije.11.2.05
Fenwick, T., & Edwards, R. (2010). Actor-Network Theory in Education (First Edition). Routledge. https://doi.org/10.4324/9780203849088
Fontanillas, T. R., Carbonell, M. R., Catasús, M. G., & Quemada, P. B. (2025). Desafíos de la Inteligencia Artificial generativa en educación superior: Fomentando su uso crítico en el estudiantado. RIED-Revista Iberoamericana de Educación a Distancia, 28(2), 189–231. http://dx.doi.org/10.5944/ried.28.2.43535
Fuente, M. F. de la, & Farhadian, G. (2025). Systematic Review of the Impact of Artificial Intelligence in Higher Education. Journal of Teaching and Learning, 19(4), 72–96. https://doi.org/10.22329/jtl.v19i4.9849
Galán Iñigo, A., Ruiz Lázaro, J., & Jiménez García, E. (2025). La inteligencia artificial en los procesos de evaluación en educación superior: Un análisis bibliométrico (2014-2024). Bordón: Revista de pedagogía, 77(3), 131–154. https://doi.org/10.13042/Bordon.2025.107797
Garay-Rondero, C. L., Castillo-Paz, A., Gijón-Rivera, C., Domínguez-Ramírez, G., Rosales-Torres, C., & Oliart-Ros, A. (2024). Competency-based assessment tools for engineering higher education: A case study on complex problem-solving. Cogent Education, 11(1), 1–31. http://dx.doi.org/10.1080/2331186X.2024.2392424
Gardner, J., O’Leary, M., & Yuan, L. (2021). Artificial intelligence in educational assessment: ‘Breakthrough? Or buncombe and ballyhoo?’ Journal of Computer Assisted Learning, 37(5), 1207–1216. https://doi.org/10.1111/jcal.12577
Gerlich, M. (2025). From Offloading to Engagement: An Experimental Study on Structured Prompting and Critical Reasoning with Generative AI. Data, 10(11). https://doi.org/10.3390/data10110172
Haddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Systematic Reviews, 18(2), 1–12. https://doi.org/10.1002/cl2.1230
Heil, J., Ifenthaler, D., Cooper, M., Mascia, M. L., Conti, R., & Penna, M. P. (2025). Students’ perceived impact of GenAI tools on learning and assessment in higher education: The role of individual AI competence. Smart Learning Environments, 12(1), 1–18. https://doi.org/10.1186/s40561-025-00395-0
Hernández-Orallo, J. (2017). Evaluation in artificial intelligence: From task-oriented to ability-oriented measurement. Artificial Intelligence Review, 48(3), 397–447. https://doi.org/10.1007/s10462-016-9505-7
Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022). Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education. Mathematical Problems in Engineering, 2022(1), 5215722. https://doi.org/10.1155/2022/5215722
Kalota, F. (2024). A Primer on Generative Artificial Intelligence. Education Sciences, 14(2), 1–15. https://doi.org/10.3390/educsci14020172
Lau, J., Bonilla, J. L., & Gárate, A. (2019). Artificial Intelligence and Labor: Media and Information Competencies Opportunities for Higher Education. Information Literacy in Everyday Life, 989, 619–628. https://doi.org/10.1007/978-3-030-13472-3_58
Li, J., Yin, K., Wang, Y., Jiang, X., & Chen, D. (2025). Effectiveness of generative artificial intelligence-based teaching versus traditional teaching methods in medical education: A meta-analysis of randomized controlled trials. BMC Medical Education, 25(1–10). https://doi.org/10.1186/s12909-025-07750-2
Li, S., Wang, C., & Wang, Y. (2024). Fuzzy evaluation model for physical education teaching methods in colleges and universities using artificial intelligence. Scientific Reports, 14(1), 1–17. https://doi.org/10.1038/s41598-024-53177-y
López-Chila, R., Llerena-Izquierdo, J., Sumba-Nacipucha, N., Cueva-Estrada, J., López-Chila, R., Llerena-Izquierdo, J., Sumba-Nacipucha, N., & Cueva-Estrada, J. (2023). Artificial Intelligence in Higher Education: An Analysis of Existing Bibliometrics. Education Sciences, 14(1). https://doi.org/10.3390/educsci14010047
Mendoza Sandoval, M. A., Flores Sánchez, C. A., & Martínez Ríos, Ó. (2024). Towards an intelligent educational future: Improving evaluation and teaching skills with artificial intelligence at the UABC. 2024 IEEE Technology and Engineering Management Society (TEMSCON LATAM), Panama, 1–6. http://dx.doi.org/10.1109/TEMSCONLATAM61834.2024.10717721
Molodtsova, V., Hrechanyk, N., Guoxi, R., Khoroshailo, O., & Fadyeyeva, I. (2025a). The significance of artificial intelligence in fostering professional competencies of the future: A systematic review. Eduweb, 19(2), 280–295. https://doi.org/10.46502/issn.1856-7576/2025.19.02.19
Molodtsova, V., Hrechanyk, N., Guoxi, R., Khoroshailo, O., & Fadyeyeva, I. (2025b). The significance of artificial intelligence in fostering professional competencies of the future: A systematic review. Eduweb, 19(2), 280–295. https://doi.org/10.46502/issn.1856-7576/2025.19.02.19
Moorhouse, B. L., Yeo, M. A., & Wan, Y. (2023). Generative AI tools and assessment: Guidelines of the world’s top-ranking universities. Computers and Education Open, 5, 1–10. http://dx.doi.org/10.1016/j.caeo.2023.100151
Ocen, S., Elasu, J., Aarakit, S. M., & Olupot, C. (2025). Artificial intelligence in higher education institutions: Review of innovations, opportunities and challenges. Frontiers in Education, 10, 1–12. https://doi.org/10.3389/feduc.2025.1530247
Pelaez-Sanchez, I. C., Glasserman-Morales, L. D., & Rocha-Feregrino, G. (2024). Exploring digital competencies in higher education: Design and validation of instruments for the era of Industry 5.0. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1415800
Pereira, C. S., Ferreira, M. J., Sobral, S. R., Durão, N., & Moreira, F. (2024). Enhancing Higher Education in Portugal: Leveraging Generative Artificial Intelligence for Learning-Teaching Process. European Conference on E-Learning, 23(1), 289–298. https://doi.org/10.34190/ecel.23.1.2503
Ponce Rojo, A., Fontaines-Ruiz, T., Sánchez-Bracho, A., & Cánquiz Rincón, L. (2025). From Digital Natives to AI Natives: Emerging Competencies and Media and Information Literacy in Higher Education. Education Sciences, 15(9), 1–17. https://doi.org/10.3390/educsci15091134
Postareff, L., Parpala, A., Nokelainen, P., Kosenkranius, M., Puhakka, I., Pylväs, L., Rintala, H., Räisänen, M., & Wallin, A. (2025). An Intervention to Support Higher Education Teachers’ Teaching Processes and Well-Being: Protocol for an Intervention Study. JMIR Research Protocols, 14(1), 1–13. http://dx.doi.org/10.2196/65428
Ren, X., & Wu, M. L. (2025). Examining Teaching Competencies and Challenges While Integrating Artificial Intelligence in Higher Education. TechTrends, 69(3), 519–538. https://doi.org/10.1007/s11528-025-01055-3
Ross, T., Sondergaard, R., Ives, C., Han, A., & Graf, S. (2025). Enhancing Access to Educational Data for Educators and Learning Designers: Staged Evaluation of the Academic Analytics Tool. Technology, Knowledge and Learning, 30(3), 1371–1393. https://doi.org/10.1007/s10758-025-09868-0
Samuels, A. B., & Singh, U. (2025). Education reimagined: South Africa’s journey through the 4IR and beyond. Transformation in Higher Education, 10(0), 13. http://dx.doi.org/10.4102/the.v10i0.482
Schmidt, D. A., Alboloushi, B., Thomas, A., & Magalhaes, R. (2025). Integrating artificial intelligence in higher education: Perceptions, challenges, and strategies for academic innovation. Computers and Education Open, 9, 1–24. https://doi.org/10.1016/j.caeo.2025.100274
Seco, D., Grösser, S., & Pedrosa, A. M. (2025). Use of Generative Artificial Intelligence tools in higher education environments. Multidisciplinary Journal for Education, Social and Technological Sciences, 12(1), 156–175. https://doi.org/10.4995/muse.2025.23623
Tenakwah, E. S., Boadu, G., Tenakwah, E. J., Parzakonis, M., Brady, M., Kansiime, P., Said, S., Eyaa, S., Ayilu, R. K., Radavoi, C., Berman, A., & | |. (2025). Assessment in the age of artificial intelligence: Interdisciplinary analysis of ChatGPT response to higher education assessment tasks. Knowledge Management & E-Learning: An International Journal, 17(1), 1–48. http://dx.doi.org/10.34105/j.kmel.2025.17.001
Tuononen, T., Hyytinen, H., Kleemola, K., Hailikari, T., Männikkö, I., & Toom, A. (2022). Systematic Review of Learning Generic Skills in Higher Education—Enhancing and Impeding Factors. Frontiers in Education, 7, 1–13. https://doi.org/10.3389/feduc.2022.885917
Virtanen, P., & Parpala, A. (2023). The role of teaching processes in turnover intentions, risk of burnout, and stress during COVID-19: A case study among Finnish University teacher educators. Frontiers in Education, 8, 1–9. https://doi.org/10.3389/feduc.2023.1066380
Weng, X., Xia, Q., Gu, M., Rajaram, K., & Chiu, T. K. F. (2024). Assessment and learning outcomes for generative AI in higher education: A scoping review on current research status and trends. Australasian Journal of Educational Technology, 40(6), 37–55. http://dx.doi.org/10.14742/ajet.9540
Willis, L. D. (2023). Formulating the Research Question and Framing the Hypothesis. Respiratory Care, 68(8), 1180–1185. https://doi.org/10.4187/respcare.10975
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), 1–22. https://doi.org/10.1186/s41239-024-00468-z
Zaquinaula, A. A. (2023). Factores de aprendizaje: De las bases teóricas a la perspectiva de investigación empírica: Learning Factors: From the theoretical basis to the perspective of empirical research. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 4(3), 1489–1512. https://doi.org/10.56712/latam.v4i3.1177
Zhu, X., & Wang, Z. (2025). Journalism and communication professional personnel training and precise teaching methods based on artificial intelligence. International Journal of Continuing Engineering Education and Life Long Learning, 35(8), 74–91. https://doi.org/10.1504/IJCEELL.2025.149036
