Adopción de inteligencia artificial generativa en educación superior latinoamericana: Revisión de alcance: Generative artificial intelligence adoption in Latin American higher education: scoping review

Brenda Patricia  Motta-Soto; Francisco Carlos Leoncio  Orbegoso-Leiva; Elsa Dolores  Hernández-García; Rosa Luz  Carrillo-Atahualpa; Modesto  Mostacedo-Villca; Florencia  Chafloque-Capuñay

doi:10.47606/ACVEN/PH0469

Authors

Brenda Patricia Motta-Soto Universidad de San Carlos de Guatemala https://orcid.org/0000-0003-0713-8558
Francisco Carlos Leoncio Orbegoso-Leiva Universidad Peruana Cayetano Heredia https://orcid.org/0009-0004-9944-1275
Elsa Dolores Hernández-García Universidad del Caribe https://orcid.org/0009-0002-5839-2118
Rosa Luz Carrillo-Atahualpa Universidad Nacional Mayor de San Marcos https://orcid.org/0000-0001-6955-2207
Modesto Mostacedo-Villca Universidad Pedagógica de Bolivia https://orcid.org/0009-0005-8965-1313
Florencia Chafloque-Capuñay Universidad Señor de Sipán-Perú https://orcid.org/0009-0003-7119-4711

DOI:

https://doi.org/10.47606/ACVEN/PH0469

Keywords:

generative artificial intelligence, higher education, academic integrity

Abstract

The integration of generative artificial intelligence (GAI) in universities has intensified in Latin America, driven by the widespread emergence of conversational tools based on language models. However, the available empirical evidence remains fragmented, hindering a systematic analysis of actors, usage patterns, and reported effects. This scoping review mapped publications from 2021 to 2025 on the adoption of GAI in Latin American higher education, identifying actors, uses, perceived benefits, identified risks, and research gaps. The Arksey and O’Malley framework was followed, with contributions from Levac et al., and reporting was conducted according to PRISMA-ScR guidelines. The search included Scopus, SciELO, ERIC, and Google Scholar, selecting only empirical studies that clearly indicated a Latin American context. After identification, screening, and evaluation, 31 studies were included; to enhance comparability, 22 were synthesized in the main body of the review. The results show a predominance of studies focused on students and an emphasis on supporting learning and academic writing. Academic integrity and ethical risks appear frequently, while evaluation, educational impact, and structural equity receive less attention, outlining priorities for future research with implications for management.

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References

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