<?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>2739-0365</journal-id>
<journal-title><![CDATA[Noesis]]></journal-title>
<abbrev-journal-title><![CDATA[Noesis]]></abbrev-journal-title>
<issn>2739-0365</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación y Estudios Avanzados Koinonía adscrito a la Universidad Bolivariana de Venezuela, Falcón]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-03652025000200813</article-id>
<article-id pub-id-type="doi">10.35381/noesisin.v7i14.545</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La inteligencia artificial como herramienta para la personalización del aprendizaje. Potencialidades, desafíos y perspectivas educativas]]></article-title>
<article-title xml:lang="en"><![CDATA[Artificial intelligence as a tool for learning personalization. Potential, challenges, and educational perspectives]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera-Arias]]></surname>
<given-names><![CDATA[Marjorie Juana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Andaluz]]></surname>
<given-names><![CDATA[Rubén Darío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Red Académica Koinonía  ]]></institution>
<addr-line><![CDATA[Guayaquil Guayas]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guayaquil  ]]></institution>
<addr-line><![CDATA[Guayaquil Guayas]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>7</volume>
<numero>14</numero>
<fpage>813</fpage>
<lpage>831</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-03652025000200813&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-03652025000200813&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-03652025000200813&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La revisión tiene como objetivo analizar como la inteligencia artificial (IA) contribuye a la personalización del aprendizaje identificando sus potencialidades, desafíos y perspectivas educativas entre 2019 y 2025. Se desarrolló un estudio cualitativo bajo los lineamientos PRISMA 2020 revisando 65 estudios internacionales. Se identificaron tres ejes: los beneficios pedagógicos y tecnológicos de la IA en la adaptación de contenidos y ritmos de aprendizaje; las limitaciones éticas, metodológicas y de equidad en su implementación; y las tendencias emergentes hacia ecosistemas de aprendizaje inteligentes e inclusivos. Los resultados muestran que la IA permite un aprendizaje más adaptativo, autónomo y eficiente, pero su efectividad depende de la mediación docente, la alfabetización digital y el establecimiento de marcos éticos. Se concluye que la IA no reemplaza al docente, sino que amplía su capacidad de personalizar y acompañar el proceso educativo, si se aplica de manera responsable y orientada al bien común.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The review aims to analyze how artificial intelligence (AI) contributes to the personalization of learning by identifying its potentialities, challenges and educational perspectives between 2019 and 2025. A qualitative study was developed under the PRISMA 2020 guidelines reviewing 65 international studies. Three axes were identified: the pedagogical and technological benefits of AI in the adaptation of content and learning rhythms; the ethical, methodological and equity limitations in its implementation; and emerging trends towards smart and inclusive learning ecosystems. The results show that AI allows for more adaptive, autonomous and efficient learning, but its effectiveness depends on teacher mediation, digital literacy and the establishment of ethical frameworks. It is concluded that AI does not replace the teacher but rather expands their ability to personalize and accompany the educational process, if applied responsibly and oriented to the common good.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[personalización]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje adaptativo]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[educación digital.]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[personalized learning]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[adaptive learning]]></kwd>
<kwd lng="en"><![CDATA[digital education.]]></kwd>
</kwd-group>
</article-meta>
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