La innovación asistida por inteligencia artificial en la Educación Superior: un análisis de las principales tendencias y líneas futuras

Carlos Alberto Gómez Cano; Verenice Sánchez Castillo; Elvia María Jiménez Zapata

doi:10.24054/rcta.v2i46.3743

Autores/as

Carlos Alberto Gómez Cano Corporación Unificada Nacional de Educación Superior https://orcid.org/0000-0003-0425-7201
Verenice Sánchez Castillo Universidad de la Amazonia https://orcid.org/0000-0002-3669-3123
Elvia María Jiménez Zapata Universidad Surcolombiana https://orcid.org/0000-0001-5820-0505

DOI:

https://doi.org/10.24054/rcta.v2i46.3743

Palabras clave:

innovación educativa, inteligencia artificial, educación superior, análisis bibliométrico, equidad educativa

Resumen

El estudio analizó las tendencias y desafíos de la innovación educativa asistida por inteligencia artificial en la educación superior global mediante un análisis bibliométrico de 666 documentos de Scopus (2020-2024). Los resultados revelaron un crecimiento exponencial de la producción científica, liderado por China (166 documentos) y EE.UU. (61), con clústeres temáticos dominantes en tecnologías de IA, innovación pedagógica y ética. Sin embargo, se diagnosticó la persistencia de vacíos en cuanto a equidad, a interdisciplinariedad y a evaluación longitudinal. Además, las colaboraciones internacionales mostraron asimetrías, mientras que las fuentes exploradas señalaron una baja integración de perspectivas críticas y contextos vulnerables. Se concluye que la adopción de la inteligencia en la educación superior requiere marcos éticos sólidos, enfoques inclusivos y políticas que prioricen una innovación abocada a la justicia social.

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