<?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>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822026000100130</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v9i17.4902</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje adaptativo con inteligencia artificial en estudiantes del nivel superior en Latinoamérica. Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Adaptive learning with artificial intelligence in higher education students in Latin America. Systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa-Guarniz]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla-Caballero]]></surname>
<given-names><![CDATA[Jesús Emilio Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima Lima]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>130</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822026000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822026000100130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822026000100130&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En la enseñanza superior latinoamericana el aprendizaje adaptativo con inteligencia artificial se presenta como una estrategia innovadora que mejora resultados académicos aplicando plataformas adaptativas y sistemas inteligentes. Este estudio tuvo como objetivo analizar la evidencia científica sobre la aplicación del aprendizaje adaptativo con IA en enseñanza del nivel superior en Latinoamérica. Metodológicamente, como revisión sistemática descriptiva tuvo un enfoque cualitativo, se evaluaron estudios publicados a partir del 2020 con herramientas del modelo PRISMA y JBI. Los hallazgos resultantes indicaron un alto rendimiento académico estudiantil motivado por la personalización del aprendizaje con IA y los docentes aceptaron esta tecnología que pedagógicamente optimiza el proceso enseñanza aprendizaje, aunque estos reconocieron su preparación deficiente en las herramientas y la existencia de conflictos éticos de privacidad. En conclusión, la renovación de la Educación Superior es posible con la aplicación responsable y ética de la IA, siempre que las instituciones implementen políticas adecuadas, adapten la infraestructura y capaciten a los profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In Latin American higher education, adaptive learning with artificial intelligence is presented as an innovative strategy that improves academic results by applying adaptive platforms and intelligent systems. This study aimed to analyze the scientific evidence on the application of adaptive learning with AI in higher education in Latin America. Methodologically, as a descriptive systematic review, it took a qualitative approach, evaluating studies published since 2020 using the PRISMA and JBI model tools. The findings indicated high student academic performance motivated by the personalization of learning with AI, and teachers accepted this technology, which pedagogically optimizes the teaching-learning process, although they acknowledged their lack of training in the tools and the existence of ethical conflicts regarding privacy. In conclusion, the renewal of higher education is possible with the responsible and ethical application of AI, provided that institutions implement appropriate policies, adapt infrastructure, and train teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[educación alternativa]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[estudiante universitario.]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[alternative education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[university student.]]></kwd>
</kwd-group>
</article-meta>
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