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Artículos de Investigación

Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez

Retos éticos en la aplicación de la inteligencia artificial en la educación superior: Revisión sistemática

Ethical challenges in the application of artificial intelligence in higher education: A systematic review
Publicado
2026-02-02

La inteligencia artificial ha transformado profundamente la educación superior, planteando desafíos éticos que requieren análisis sistemático. El objetivo del estudio es analizar los principales retos éticos identificados en la literatura científica sobre la aplicación de la inteligencia artificial en la educación superior. Con enfoque cualitativo, se realizó una revisión sistemática siguiendo el protocolo PRISMA 2020 para examinar los principales retos éticos de la IA en educación superior. Se analizaron 25 artículos publicados entre 2019 y 2025 en bases de datos SCOPUS, WOS, SciELO, EBSCO y LATINDEX. Los resultados muestran un predominio de marcos humanistas, deontológicos y de justicia algorítmica que enfatizan transparencia, equidad, responsabilidad institucional y autonomía académica. Los riesgos más frecuentes incluyen sesgos algorítmicos, vigilancia excesiva y pérdida de agencia educativa. Se identifican buenas prácticas en regulación institucional, diseño ético y alfabetización en IA. Existe una notable brecha normativa entre países angloparlantes con marcos consolidados y América Latina, donde la regulación permanece incipiente. Las conclusiones destacan la necesidad de marcos éticos contextuales, políticas institucionales robustas y formación continua para garantizar un uso responsable, inclusivo y justo de la IA en educación superior.

Artificial intelligence has profoundly transformed higher education, raising ethical challenges that require systematic analysis. The aim of this study is to analyze the main ethical challenges identified in the scientific literature on the application of artificial intelligence in higher education. Using a qualitative approach, a systematic review was conducted following the PRISMA 2020 protocol to examine the main ethical challenges of AI in higher education. Twenty-five articles published between 2019 and 2025 in the SCOPUS, WOS, SciELO, EBSCO, and LATINDEX databases were analyzed. The results show a predominance of humanistic, deontological, and algorithmic justice frameworks that emphasize transparency, equity, institutional accountability, and academic autonomy. The most frequent risks include algorithmic bias, excessive surveillance, and loss of educational agency. Good practices are identified in institutional regulation, ethical design, and AI literacy. A notable regulatory gap exists between English-speaking countries with consolidated frameworks and Latin America, where regulation remains in its early stages. The findings highlight the need for contextual ethical frameworks, robust institutional policies, and ongoing training to ensure the responsible, inclusive, and equitable use of AI in higher education.

Número:
Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

Referencias

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