<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000403088</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14934489</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Alfabetización desde la inteligencia artificial en universitarios: un artículo de revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy from artificial intelligence in university students: a systematic review article]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrios Sánchez]]></surname>
<given-names><![CDATA[Freddy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carazas Durand]]></surname>
<given-names><![CDATA[Cecilia Raquel]]></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 ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</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>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000403088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000403088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000403088&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el avance de las tecnologías de la información y los métodos de procesamiento de datos, es crucial ofrecer una educación de alta calidad en el ámbito de la alfabetización en inteligencia artificial. Por lo tanto, el objetivo principal del presente estudio fue analizar las implicaciones de la alfabetización en inteligencia artificial entre universitarios. En cuanto a la metodología, se empleó la metodología PRISMA. Para los criterios de inclusión se consideraron bases de datos como Scopus, Scielo y Web of Science, abarcando publicaciones entre 2022 y 2024. Se seleccionaron 24 artículos de Scopus, de un total de 537 artículos revisados. Los estudios seleccionados fueron publicados en inglés y español. A través del estudio se concluyó que la alfabetización en inteligencia artificial requiere una comprensión técnica, habilidades para la implementación, evaluación crítica y consideraciones éticas. Los factores que favorecen este proceso incluyen el empoderamiento, aspectos psicológicos y afectivos, así como la gamificación. Su importancia radica en la creación de contenidos, la obtención de respuestas específicas, la promoción del pensamiento crítico, el establecimiento de pautas para el uso ético de la IA generativa y la mejora de la experiencia de aprendizaje. Además, se presentan estrategias que fortalecen la alfabetización en inteligencia artificial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract With the advancement of information technologies and data processing methods, it is crucial to offer high-quality education in the field of AI literacy. Therefore, the main objective of the present study was to analyze the implications of AI literacy among university students. Regarding the methodology, the PRISMA methodology was used. Databases such as Scopus, Scielo, and Web of Science were considered for inclusion criteria, covering publications between 2022 and 2024. 24 articles were selected from Scopus, out of a total of 537 articles reviewed. The selected studies were published in English and Spanish. The study concluded that AI literacy requires technical understanding, implementation skills, critical evaluation, and ethical considerations. Factors that favor this process include empowerment, psychological and affective aspects, as well as gamification. Its importance lies in creating content, obtaining specific answers, promoting critical thinking, establishing guidelines for the ethical use of generative AI, and improving the learning experience. In addition, strategies that strengthen AI literacy are presented.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
</kwd-group>
</article-meta>
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