Artificial intelligence applied to higher education: A systematic review
DOI:
https://doi.org/10.56200/mentor.v5i2.12357Keywords:
Artificial intelligence, higher education, scientific overview, pedagogical implications, benefits and limitationsAbstract
Artificial intelligence has gained relevance as an innovation and tool in the teaching-learning processes of higher education, which has opened opportunities for the development of technology-mediated strategies. This review aimed to analyze recent scientific production on the implementation of artificial intelligence in higher education, with emphasis on its relationship with student engagement, academic interest, and classroom practices oriented toward active learning, as well as on the benefits and limitations reported in the literature. A systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The search was carried out in international academic databases, selecting publications from the last five years related to the implementation of AI in university contexts. The results showed a diverse distribution of publications across different regions; among the main applications identified were the automation of teaching-learning strategies and the strengthening of autonomous learning. Limitations were also identified in ethical, pedagogical, and technological aspects. It was concluded that AI can constitute a support tool to strengthen educational processes in higher education, although its integration poses challenges for its responsible implementation.
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Copyright (c) 2026 Abdiel Jacob Sanchez Olvera, Eduardo Abimael Osorio Solis, Estefania Martin Zayago
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