<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0169</journal-id>
<journal-title><![CDATA[Prohominum. Revista de Ciencias Sociales y Humanas]]></journal-title>
<abbrev-journal-title><![CDATA[Prohominum]]></abbrev-journal-title>
<issn>2665-0169</issn>
<publisher>
<publisher-name><![CDATA[A.C. Venezolana de Investigación Social en Pro de la Humanidad ACVENISPROH]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-01692026000100688</article-id>
<article-id pub-id-type="doi">10.47606/acven/ph0469</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Adopción de inteligencia artificial generativa en educación superior latinoamericana: Revisión de alcance]]></article-title>
<article-title xml:lang="en"><![CDATA[Generative artificial intelligence adoption in Latin American higher education: scoping review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Motta-Soto]]></surname>
<given-names><![CDATA[Brenda Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orbegoso-Leiva]]></surname>
<given-names><![CDATA[Francisco Carlos Leoncio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-García]]></surname>
<given-names><![CDATA[Elsa Dolores]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrillo-Atahualpa]]></surname>
<given-names><![CDATA[Rosa Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mostacedo-Villca]]></surname>
<given-names><![CDATA[Modesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chafloque-Capuñay]]></surname>
<given-names><![CDATA[Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de San Carlos de Guatemala  ]]></institution>
<addr-line><![CDATA[Guatemala ]]></addr-line>
<country>Guatemala</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana Cayetano Heredia  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Caribe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Pedagógica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Bolivia</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Señor de Sipán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<volume>8</volume>
<numero>1</numero>
<fpage>688</fpage>
<lpage>701</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-01692026000100688&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-01692026000100688&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-01692026000100688&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La integración de la inteligencia artificial generativa (IAG) en las universidades se ha intensificado en América Latina, impulsada por la aparición masiva de herramientas conversacionales basadas en modelos de lenguaje. No obstante, la evidencia empírica disponible sigue fragmentada, lo que dificulta una lectura sistemática sobre actores, modalidades de uso y efectos reportados. Esta revisión de alcance mapeó lo publicado entre 2021 y 2025 sobre adopción de IAG en educación superior latinoamericana, identificando actores, usos, beneficios percibidos, riesgos señalados y brechas de investigación. Se siguió el esquema de Arksey y O&#8217;Malley, con aportes de Levac et al., y se reportó conforme a PRISMA-ScR. La búsqueda consideró Scopus, SciELO, ERIC y Google Scholar, seleccionando solo estudios empíricos que indican de forma clara un contexto latinoamericano. Tras identificación, cribado y evaluación, se incluyeron 31 estudios; para favorecer la comparabilidad, 22 se sintetizaron en el cuerpo principal. Los resultados muestran predominio de estudios centrados en estudiantes y énfasis en apoyo al aprendizaje y a la escritura académica. La integridad académica y los riesgos éticos aparecen con alta recurrencia, mientras evaluación, impacto educativo y equidad estructural reciben menor atención, delineando prioridades para investigación futura, con implicancias para la gestión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The integration of generative artificial intelligence (GAI) in universities has intensified in Latin America, driven by the widespread emergence of conversational tools based on language models. However, the available empirical evidence remains fragmented, hindering a systematic analysis of actors, usage patterns, and reported effects. This scoping review mapped publications from 2021 to 2025 on the adoption of GAI in Latin American higher education, identifying actors, uses, perceived benefits, identified risks, and research gaps. The Arksey and O&#8217;Malley framework was followed, with contributions from Levac et al., and reporting was conducted according to PRISMA-ScR guidelines. The search included Scopus, SciELO, ERIC, and Google Scholar, selecting only empirical studies that clearly indicated a Latin American context. After identification, screening, and evaluation, 31 studies were included; to enhance comparability, 22 were synthesized in the main body of the review. The results show a predominance of studies focused on students and an emphasis on supporting learning and academic writing. Academic integrity and ethical risks appear frequently, while evaluation, educational impact, and structural equity receive less attention, outlining priorities for future research with implications for management.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia artificial generativa]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[revisión de alcance]]></kwd>
<kwd lng="es"><![CDATA[PRISMA-ScR]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="es"><![CDATA[integridad académica]]></kwd>
<kwd lng="en"><![CDATA[generative artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[scoping review]]></kwd>
<kwd lng="en"><![CDATA[PRISMA-ScR]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="en"><![CDATA[academic integrity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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