Resumen

SANCHEZ, Nataly E.; MICHAY, Gloria C.  y  CALDERON, Jimmy V.. Generative artificial intelligence in higher education: a systematic review of spanish-speaking literature. Espacios [online]. 2025, vol.46, n.6, pp.14-25.  Epub 30-Ene-2026. ISSN 0798-1015.  https://doi.org/10.48082/espacios-a25v46n06p02.

The The study addresses the ethical, pedagogical, and technical challenges of generative artificial intelligence (GAI) in higher education, where, despite its innovative potential, risks such as algorithmic bias, data privacy, and lack of empirical evidence persist. The systematic review (PRISMA) of 23 articles from Scopus, Dimensions, and Scielo reveals that GA in Hispanic American higher education is in its infancy and diverse; while multiple impacts and benefits for innovation in pedagogy are identified, significant challenges remain, particularly in terms of ethics and the need to differentiate its implementation for teachers and students.

Palabras clave : generative artificial intelligence; higher education, systematic review; PRISMA model..

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