The study analyzed the integration of artificial intelligence in higher education, considering adoption processes, pedagogical implications, and institutional challenges associated with its implementation. An integrative literature review with a qualitative exploratory approach was conducted based on scientific publications retrieved from Google Scholar between 2021 and 2025. The initial search identified 30 documents and, after applying inclusion and exclusion criteria, 19 empirical studies were selected for the final analysis. The findings show that artificial intelligence is mainly used for learning personalization, automation of academic tasks, and support in technology-mediated educational processes. The literature reports favorable perceptions regarding its pedagogical usefulness, although it also identifies limitations related to technological infrastructure, teacher training, technological dependence, and the absence of ethical and institutional guidelines for its responsible use. Likewise, a progressive transformation of the teaching role toward mediation and guidance functions in digital environments was identified. It is concluded that the incorporation of artificial intelligence in higher education requires strengthening digital competencies, ethical criteria, and institutional conditions that enable coherent integration within university processes.
The study analyzed the integration of artificial intelligence in higher education, considering adoption processes, pedagogical implications, and institutional challenges associated with its implementation. An integrative literature review with a qualitative exploratory approach was conducted based on scientific publications retrieved from Google Scholar between 2021 and 2025. The initial search identified 30 documents and, after applying inclusion and exclusion criteria, 19 empirical studies were selected for the final analysis. The findings show that artificial intelligence is mainly used for learning personalization, automation of academic tasks, and support in technology-mediated educational processes. The literature reports favorable perceptions regarding its pedagogical usefulness, although it also identifies limitations related to technological infrastructure, teacher training, technological dependence, and the absence of ethical and institutional guidelines for its responsible use. Likewise, a progressive transformation of the teaching role toward mediation and guidance functions in digital environments was identified. It is concluded that the incorporation of artificial intelligence in higher education requires strengthening digital competencies, ethical criteria, and institutional conditions that enable coherent integration within university processes. Read More