Integrating artificial intelligence in higher education: a systematic and bibliometric study
DOI:
https://doi.org/10.65598/rps.5992Keywords:
digital literacy, technological ethics, critical thinking, teacher training, pedagogical adaptation.Abstract
This study aimed to identify the technological competencies that educators need to effectively integrate artificial intelligence into higher education, addressing the ethical, pedagogical, and digital demands of the current era. A systematic review was conducted following the PRISMA protocol through a rigorous analysis of 47 articles published between 2020 and 2025 in major academic databases. This process was complemented by a bibliometric analysis designed to characterize scientific production, identify trends, collaboration networks, and the geographical distribution of studies. The findings indicate that essential competencies include digital literacy, management of technological environments, ethics in data use, critical thinking, and pedagogical adaptation, along with emerging skills such as prompt engineering and digital privacy management. The results highlight the need for interdisciplinary approaches in teacher training that integrate technological, pedagogical, and ethical perspectives, while also revealing the limited representation of Latin American research in this field. The integration of artificial intelligence in higher education requires strengthening teacher competencies through institutional policies and continuous training programs that foster an ethical, sustainable, and reflective use of educational technology, ensuring that faculty are prepared to respond effectively to the challenges of digital transformation in university teaching.
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