<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042025000201205</article-id>
<article-id pub-id-type="doi">10.18861/cied.2025.16.2.4034</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia artificial en educación superior: revisión integrativa de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Artificial intelligence in higher education: integrative literature review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inteligência artificial no ensino superior: revisão integrativa da literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perdomo]]></surname>
<given-names><![CDATA[Bexi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Oscar Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias y Artes de América Latina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Ciencias y Artes de América Latina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042025000201205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042025000201205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042025000201205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Inteligencia Artificial (IA) ha llegado para transformar muchos aspectos del quehacer humano, incluyendo el ámbito educativo. El objetivo de esta investigación fue analizar los usos de la Inteligencia Artificial en el contexto de la educación superior. Específicamente se investigaron los ámbitos en que se usa y cuáles son esos usos. Se realizó una revisión sistemática en la base de datos Scopus siguiendo el protocolo PRISMA. Se llevó a cabo un proceso de cribado partiendo de 377 hasta llegar a 33 documentos que cumplieron los criterios de inclusión y superaron el análisis de la calidad de la evidencia para ser analizados. Se identificaron varios usos de la IA por parte de las instituciones con propósitos administrativos y educativos. Entre las aplicaciones con fines educativos, prevaleció para la enseñanza de idiomas y deportes. En el ámbito administrativo prevalece la optimización de procesos. La IA está siendo aprovechada para mejorar los procesos de enseñanza y se está incorporando de diferentes formas para ampliar las posibilidades de los estudiantes y docentes. Sin embargo, persisten diversas brechas asociadas a su uso que deben ser objeto de investigaciones futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Artificial Intelligence (AI) has arrived to transform many aspects of human endeavor, including the field of education. The objective of this research was to analyze the uses of Artificial Intelligence in the context of higher education, specifically focusing on the areas in which it is applied and the purposes it serves. A systematic review of the Scopus database was conducted, following the PRISMA protocol. The initial screening process narrowed 377 documents down to 33 that met the inclusion criteria and passed a quality-of-evidence analysis. The review identified several uses of AI by institutions for both administrative and educational purposes. Among the educational applications, language teaching and sports were the most prevalent. In the administrative field, process optimization was the dominant use. AI is being increasingly used to enhance teaching processes and is being integrated in various ways to broaden opportunities for both students and educators. However, there remain several gaps and challenges associated with its implementation, which should be addressed in future research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Inteligência Artificial (IA) chegou para transformar muitos aspectos da atividade humana, incluindo o campo da educação. O objetivo desta pesquisa foi analisar os usos da Inteligência Artificial no contexto do ensino superior. Especificamente, foram estudadas as áreas em que ela é utilizada e quais são esses usos. Foi realizada uma revisão sistemática na base de dados Scopus, seguindo o protocolo PRISMA. Um processo de triagem foi conduzido partindo-se de 377 documentos até chegar a 33 que atenderam aos critérios de inclusão e superaram a análise da qualidade da evidência para serem analisados. Foram identificados vários usos da IA por parte das instituições, tanto para fins administrativos quanto educacionais. Entre as aplicações para fins educacionais, prevaleceu a utilização no ensino de línguas e de esportes. No campo administrativo, o destaque foi para a otimização dos processos. A IA está sendo aproveitada para melhorar os processos de ensino, sendo incorporada de diferentes formas para ampliar as possibilidades para estudantes e professores. No entanto, persistem várias lacunas associadas ao seu uso, que devem ser objeto de pesquisa futura.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[tecnología en educación]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial generativa]]></kwd>
<kwd lng="es"><![CDATA[mejoras educativas]]></kwd>
<kwd lng="es"><![CDATA[prácticas educativas]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[technology uses in education]]></kwd>
<kwd lng="en"><![CDATA[generative artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[educational improvements]]></kwd>
<kwd lng="en"><![CDATA[educational practices]]></kwd>
<kwd lng="pt"><![CDATA[inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia no ensino]]></kwd>
<kwd lng="pt"><![CDATA[inteligência artificial generativa]]></kwd>
<kwd lng="pt"><![CDATA[melhorias educacionais]]></kwd>
<kwd lng="pt"><![CDATA[práticas educacionais]]></kwd>
</kwd-group>
</article-meta>
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