Ética de la IA generativa en la formación legal universitaria

Autores/as

DOI:

https://doi.org/10.47606/ACVEN/PH0375

Palabras clave:

Inteligencia artificial, Calidad en Educación Superior, enseñanza del derecho, américa latina

Resumen

La incorporación de la inteligencia artificial generativa (IAG) en la formación jurídica universitaria de América Latina abre oportunidades y tensiones éticas, pedagógicas y regulatorias. Objetivo: analizar cómo las instituciones universitarias están abordando la integración de la IAG desde la transparencia, la responsabilidad y la supervisión humana. Método: revisión sistemática de documentos institucionales, marcos normativos y guías universitarias (2019–2025) siguiendo PRISMA. Se consultaron bases académicas y repositorios en español, portugués e inglés; de 142 registros iniciales se incluyeron 38 documentos. Resultados: se identifican brechas entre instituciones públicas y privadas en infraestructura y políticas; carencias de formación docente y guías de uso; riesgos para la integridad académica (plagio, delegación del razonamiento) y limitaciones de detectores de IA con sesgos lingüísticos. A la par, emergen buenas prácticas: alfabetización crítica en IA, rediseño de evaluaciones auténticas, declaración del uso de IAG y comités de gobernanza. Discusión: persisten tensiones entre vigilancia y confianza, y entre innovación y equidad; sin políticas inclusivas la IAG podría ampliar desigualdades. Una gobernanza participativa y sensible al contexto favorece la legitimidad y la adopción ética. Conclusiones: se requiere un marco institucional que articule ética, pedagogía y gobernanza, con formación docente continua, lineamientos claros de autoría y protección de datos, y evaluaciones centradas en pensamiento crítico. La IAG debe operar como apoyo a la agencia humana y no como sustituto, promoviendo una cultura académica responsable e inclusiva.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Acosta-Enriquez, B. G., Arbulu Ballesteros, M., Vilcapoma Pérez, C. R., Huamaní Jordan, O., Martin Vergara, J. A., Martel Acosta, R., Arbulu Perez Vargas, C. G., & Arbulú Castillo, J. C. (2025). AI in academia: How do social influence, self-efficacy, and integrity influence researchers’ use of AI models? Social Sciences and Humanities Open, 11. https://doi.org/10.1016/J.SSAHO.2025.101274 DOI: https://doi.org/10.1016/j.ssaho.2025.101274

Acosta-Enriquez, B. G., Reyes-Perez, M. D., Huamani Jordan, O., Carreño Saucedo, L., Padilla-Caballero, J. E. A., Fernández-Altamirano, A. E. F., García Yovera, A. J., Briceño-Hernandez, R. N., & Alarcón Bustíos, J. M. (2025). Exploring the Determinants of the Sustainable Use of Artificial Intelligence in Peruvian University Teachers: A Structural Equation Modeling Analysis. Sustainability (Switzerland), 17(7). https://doi.org/10.3390/SU17072834 DOI: https://doi.org/10.3390/su17072834

Adauto-Medina, W., Olivares-Zegarra, S., Aybar-Bellido, I., Arones, M., & Caycho-Salas, B. (2025). Computational Neuroscience in Higher Education: A Systematic Review on the Problems Addressed, Methods Used and Implications. International Journal of Online and Biomedical Engineering, 21(8), 4–22. https://doi.org/10.3991/IJOE.V21I08.55225 DOI: https://doi.org/10.3991/ijoe.v21i08.55225

Almassaad, A., Alajlan, H., & Alebaikan, R. (2024). Student Perceptions of Generative Artificial Intelligence: Investigating Utilization, Benefits, and Challenges in Higher Education. Systems, 12(10). https://doi.org/10.3390/SYSTEMS12100385 DOI: https://doi.org/10.3390/systems12100385

Alshurideh, M., Kurdi, B. Al, Okleh, I., Chatra, K., Snoussi, T., Alzoubi, H. M., Alzboun, N., & Ahmed, G. (2024). Factors affecting attitude to use metaverse technology application. International Journal of Data and Network Science, 8(4), 2591–2600. https://doi.org/10.5267/J.IJDNS.2024.4.018 DOI: https://doi.org/10.5267/j.ijdns.2024.4.018

Antonio Breceda Pérez, J. (2025). Towards the ethical regulation of the use of artificial intelligence in scientific research: guidelines from the Autonomous University of Ciudad Juárez. Revista de Bioetica y Derecho, 64, 81–97. https://doi.org/10.1344/RBD2025.64.48719 DOI: https://doi.org/10.1344/rbd2025.64.48719

Arriazu, R. (2025). The daunting challenge of Artificial Intelligence in Education: a systematic literature review. Journal of E-Learning and Knowledge Society, 21(1). https://doi.org/10.20368/1971-8829/1135992

Ávila-Hernández, F. M., Picarella, L., & Martín Fiorino, V. R. (2025). The ethical-legal challenges of artificial intelligence in Europe and Colombia. Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico., 5(9), 866–907. https://doi.org/10.5281/ZENODO.14567185

Bashir, S., & Lapshun, A. L. (2025). Generative artificial intelligence integration in management education: application and ethical challenges. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2526436 DOI: https://doi.org/10.1080/2331186X.2025.2526436

Bojic, L. (2024). AI alignment: Assessing the global impact of recommender systems. Futures, 160, 103383. https://doi.org/10.1016/J.FUTURES.2024.103383 DOI: https://doi.org/10.1016/j.futures.2024.103383

Bozkurt, A. (2024). GenAI et al.: Cocreation, Authorship, Ownership, Academic Ethics and Integrity in a Time of Generative AI. Open Praxis, 16(1), 1–10. https://doi.org/10.55982/OPENPRAXIS.16.1.654 DOI: https://doi.org/10.55982/openpraxis.16.1.654

Coates, H., Croucher, G., & Calderon, A. (2025). Governing Academic Integrity: Ensuring the Authenticity of Higher Thinking in the Era of Generative Artificial Intelligence. Journal of Academic Ethics. https://doi.org/10.1007/S10805-025-09639-7 DOI: https://doi.org/10.1007/s10805-025-09639-7

Cortez-Clavo, L. K., Salazar-Muñoz, M. I., & Morán-Santamaría, R. O. (2025). Digitalisation to Improve Automated Agro-Export Logistics: A Comprehensive Bibliometric Analysis. Sustainability (Switzerland), 17(10). https://doi.org/10.3390/SU17104470 DOI: https://doi.org/10.3390/su17104470

Currie, G. M. (2023). Academic integrity and artificial intelligence: is ChatGPT hype, hero or heresy? Seminars in Nuclear Medicine, 53(5), 719–730. https://doi.org/10.1053/J.SEMNUCLMED.2023.04.008 DOI: https://doi.org/10.1053/j.semnuclmed.2023.04.008

Deroncele-Acosta, A., Sayán-Rivera, R. M. E., Mendoza-López, A. D., & Norabuena-Figueroa, E. D. (2025). Generative Artificial Intelligence and Transversal Competencies in Higher Education: A Systematic Review. Applied System Innovation, 8(3), 83. https://doi.org/10.3390/ASI8030083 DOI: https://doi.org/10.3390/asi8030083

Díez-Gutiérrez, E. J., & Jarquín-Ramírez, M. R. (2025). Higher Education in virtual environments: educational risks of the use of private AI technology in the service of digital capitalism. Edutec, 55–69. https://doi.org/10.21556/EDUTEC.2025.91.3665 DOI: https://doi.org/10.21556/edutec.2025.91.3665

Divino, S. (2024). Generative artificial intelligence in higher education: Guidelines for overcoming teaching, ethical and legal dilemmas. Revista Pedagogia Universitaria y Didactica Del Derecho, 11(1), 6–30. https://doi.org/10.5354/0719-5885.2024.74070 DOI: https://doi.org/10.5354/0719-5885.2024.74070

Ekmekçi, P. E. (2025). Reflections on the “Ethics Guideline for using Generative Artificial Intelligence in Scientific Research and Publication Process of Higher Education Institutions.” Balkan Medical Journal, 42(2), 174–175. https://doi.org/10.4274/BALKANMEDJ.GALENOS.2024.2024-6-72 DOI: https://doi.org/10.4274/balkanmedj.galenos.2024.2024-6-72

Espinoza, A. A. G., Carazas, C. V. E., & Sierra-Liñan, F. (2025). Literature Review on the Use of Emerging Technologies for Industrial Process Automation: Analysis of Developments from 2020 to 2024. International Journal of Engineering Trends and Technology, 73(6), 428–438. https://doi.org/10.14445/22315381/IJETT-V73I6P134 DOI: https://doi.org/10.14445/22315381/IJETT-V73I6P134

Flores, R. A. R., Vicari, R. M., Galafassi, C., & Rodríguez, M. U. (2025). Teachers’ Perceptions of Otherness in the Age of Artificial Intelligence. Sophia (Ecuador), 2025-July-December(39), 281–313. https://doi.org/10.17163/SOPH.N39.2025.09 DOI: https://doi.org/10.17163/soph.n39.2025.09

Font, J. L. O. (2025). Regulatory burdens, innovation, artificial intelligence: regulatory dilemmas. Estudios En Derecho a La Informacion, 10(20), 81–100. https://doi.org/10.22201/IIJ.25940082E.2025.20.19491 DOI: https://doi.org/10.22201/iij.25940082e.2025.20.19491

Gallent-Torres, C., Zapata-González, A., & Ortego-Hernando, J. L. (2023). The impact of Generative Artificial Intelligence in higher education: a focus on ethics and academic integrity. RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, 29(2). https://doi.org/10.30827/RELIEVE.V29I2.29134 DOI: https://doi.org/10.30827/relieve.v29i2.29134

García-Vélez, R. A., López-Nores, M., González-Fernández, G., Robles-Bykbaev, V. E., Wallace, M., Pazos-Arias, J. J., & Gil-Solla, A. (2019). On data protection regulations, big data and sledgehammers in Higher Education. Applied Sciences (Switzerland), 9(15). https://doi.org/10.3390/APP9153084 DOI: https://doi.org/10.3390/app9153084

George-Reyes, C. E., Avello-Martínez, R., & Buenestado-Fernández, M. (2025). Perceptions of ChatGPT and the Complexity of Its Impact Among Higher Education Students: Evidence Across Ten Countries of Latin America and Europe. Educational Process: International Journal, 15. https://doi.org/10.22521/EDUPIJ.2025.15.171 DOI: https://doi.org/10.22521/edupij.2025.15.171

Gómez, S. L., Suelves, D. M., Rodríguez, J. R., & Nemiña, R. E. (2025). Artificial Intelligence in the University Context. Contributions from Research. Revista Lusofona de Educacao, 65(65), 63–84. https://doi.org/10.24140/ISSN.1645-7250.RLE65.03

Goyibova, N., Muslimov, N., Kannazarova, Z., Kadirova, N., Alautdinova, K., & Ismatullaeva, I. (2025). Exploring the Impact of Artificial Intelligence on Academic Writing: A Bibliometric Analysis of Trends, Advancements, and Ethical Challenges. Forum for Linguistic Studies, 7(6), 342–360. https://doi.org/10.30564/FLS.V7I6.9054 DOI: https://doi.org/10.30564/fls.v7i6.9054

Gundu, T. (2024). Strategies for e-Assessments in the Era of Generative Artificial Intelligence. Electronic Journal of E-Learning, 22(7), 40–50. https://doi.org/10.34190/EJEL.22.7.3477 DOI: https://doi.org/10.34190/ejel.22.7.3477

Häyry, M., & Takala, T. (2024). Just Transition to Ethical Sustainability: Not Why or What but How. Journal of Ecohumanism, 3(4), 1088–1095. https://doi.org/10.62754/JOE.V3I4.3556 DOI: https://doi.org/10.62754/joe.v3i4.3556

Huapaya, E. S. R., Chucos, G. L., Sosa, E. P., & Meza, M. I. (2025). Disruptive technologies in the university curriculum: use of artificial intelligence. International Journal of Evaluation and Research in Education, 14(1), 671–681. https://doi.org/10.11591/IJERE.V14I1.30450 DOI: https://doi.org/10.11591/ijere.v14i1.30450

Jaramillo Gómez, D. L., Álvarez Maestre, A. J., Parada Trujillo, A. E., Pérez Fuentes, C. A., Bedoya Ortiz, D. H., & Sanabria Alarcón, R. K. (2025). Determining Factors for the Development of Critical Thinking in Higher Education. Journal of Intelligence, 13(6), 59. https://doi.org/10.3390/JINTELLIGENCE13060059 DOI: https://doi.org/10.3390/jintelligence13060059

Jarquín-Ramírez, M. R., Alonso-Martínez, H., & Díez-Gutiérrez, E. J. (2025). Chat GPT for a Just, Democratic and Transformative Education System. Revista Internacional de Educacion Para La Justicia Social, 23(3). https://doi.org/10.15366/REICE2025.23.3.001 DOI: https://doi.org/10.15366/reice2025.23.3.001

Johnson, N., Seaman, J., & Seaman, J. (2024). The Anticipated Impact of Artificial Intelligence on Higher Education. Online Learning Journal, 28(3), 9–33. https://doi.org/10.24059/OLJ.V28I3.4646 DOI: https://doi.org/10.24059/olj.v28i3.4646

Johnston, H., Wells, R. F., Shanks, E. M., Boey, T., & Parsons, B. N. (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/S40979-024-00149-4 DOI: https://doi.org/10.1007/s40979-024-00149-4

Jurado, D. B., Larrea, G. N., Abril, K. R., & Vélez, J. C. (2020). Academia, gobierno y empresas una perspectiva desde la vinculación con la colectividad. Revista de Investigación Enlace Universitario, 19(2), 60–71. https://doi.org/10.33789/ENLACE.19.2.74 DOI: https://doi.org/10.33789/enlace.19.2.74

Leaton Gray, S., Edsall, D., & Parapadakis, D. (2025). AI-Based Digital Cheating At University, and the Case for New Ethical Pedagogies. Journal of Academic Ethics. https://doi.org/10.1007/S10805-025-09642-Y DOI: https://doi.org/10.1007/s10805-025-09642-y

Ledesma Pérez, F. E., & Rodríguez Paredes, S. A. (2025). ChatGPT and academic writing in university students. Edutec, 92, 179–195. https://doi.org/10.21556/EDUTEC.2025.92.3431 DOI: https://doi.org/10.21556/edutec.2025.92.3431

Margot Quipas Bellizza, M., Amparo Delgado Carbajal, L., del Carmen Medina Hernández, M., & Del Carpio Ramírez, R. J. (2025). Education for Sustainability: Integrating Sustainable Development into the University Curriculum. Encuentros (Maracaibo), 24, 125–148. https://doi.org/10.5281/ZENODO.15350169

Moya, B. A., & Eaton, S. E. (2023). Examining Recommendations for Generative Artificial Intelligence Use with Integrity from a Scholarship of Teaching and Learning Lens. RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, 29(2). https://doi.org/10.30827/RELIEVE.V29I2.29295 DOI: https://doi.org/10.30827/relieve.v29i2.29295

Mwita, K. M., & Kitole, F. A. (2025). Potential benefits and challenges of artificial intelligence in human resource management in public institutions. Discover Global Society, 3(1). https://doi.org/10.1007/S44282-025-00175-8 DOI: https://doi.org/10.1007/s44282-025-00175-8

Nam, B. H., & Bai, Q. (2023). ChatGPT and its ethical implications for STEM research and higher education: a media discourse analysis. International Journal of STEM Education, 10(1). https://doi.org/10.1186/S40594-023-00452-5 DOI: https://doi.org/10.1186/s40594-023-00452-5

Newton, P. M., & Jones, S. (2024). Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators. British Journal of Biomedical Science, 81. https://doi.org/10.3389/BJBS.2024.14049 DOI: https://doi.org/10.3389/bjbs.2024.14049

Novozhilova, E., Mays, K., Paik, S., & Katz, J. E. (2024). More Capable, Less Benevolent: Trust Perceptions of AI Systems across Societal Contexts. Machine Learning and Knowledge Extraction, 6(1), 342–366. https://doi.org/10.3390/MAKE6010017 DOI: https://doi.org/10.3390/make6010017

Perkins, M., Roe, J., Vu, B. H., Postma, D., Hickerson, D., McGaughran, J., & Khuat, H. Q. (2024). Simple techniques to bypass GenAI text detectors: implications for inclusive education. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/S41239-024-00487-W DOI: https://doi.org/10.1186/s41239-024-00487-w

Pokrovskaya, A. (2025). The Legal Status of Artificial Intelligence: The Need to Form a Legal Personality and Regulate Copyright. Artificial Intelligence and Applications, 3(2), 179–191. https://doi.org/10.47852/BONVIEWAIA52023901 DOI: https://doi.org/10.47852/bonviewAIA52023901

Pope, N., Kahila, J., Vartiainen, H., Saqr, M., López-Pernas, S., Roos, T., Laru, J., & Tedre, M. (2025). An XAI Social Media Platform for Teaching K-12 Students AI-Driven Profiling, Clustering, and Engagement-Based Recommending. Proceedings of the AAAI Conference on Artificial Intelligence, 39(28), 29203–29211. https://doi.org/10.1609/AAAI.V39I28.35194 DOI: https://doi.org/10.1609/aaai.v39i28.35194

Qu, Y., & Wang, J. (2025). The Impact of AI Guilt on Students’ Use of ChatGPT for Academic Tasks: Examining Disciplinary Differences. Journal of Academic Ethics. https://doi.org/10.1007/S10805-025-09643-X DOI: https://doi.org/10.1007/s10805-025-09643-x

Ricoy-Casas, R. M., Fernández-González, R., & Santos-Garrido, M. (2025). Underrepresented students and artificial intelligence. European Public and Social Innovation Review, 10. https://doi.org/10.31637/EPSIR-2025-843 DOI: https://doi.org/10.31637/epsir-2025-843

Sánchez Serrano, S., Pedraza Navarro, I., & Donoso González, M. (2022). ¿Cómo hacer una revisión sistemática siguiendo el protocolo PRISMA?: Usos y estrategias fundamentales para su aplicación en el ámbito educativo a través de un caso práctico. Bordón: Revista de Pedagogía, ISSN-e 2340-6577, ISSN 0210-5934, Vol. 74, No 3, 2022, Págs. 51-66, 74(3), 51–66. https://doi.org/10.13042/Bordon.2022.95090 DOI: https://doi.org/10.13042/Bordon.2022.95090

Silva, A. A. (2022). Gobernanza, poder y autonomía universitaria en la era de la innovación. Perfiles Educativos, 44(178), 150–164. https://doi.org/10.22201/IISUE.24486167E.2022.178.60735 DOI: https://doi.org/10.22201/iisue.24486167e.2022.178.60735

Téllez, A. R., Ortiz, L. M. F., & Domínguez, F. C. T. (2024). Artificial Intelligence in University Administration: An Overview of its Uses and Applications. Revista Interamericana de Bibliotecologia, 47(2). https://doi.org/10.17533/UDEA.RIB.V47N2E353620 DOI: https://doi.org/10.17533/udea.rib.v47n2e353620

Ticona, A. Y. G. (2025). Neuro-rights, a demand for justice in the neuralink era: an analysis from the personalist bioethics of Elio Sgreccia. Prudentia Iuris, 2025(99), 87–126. https://doi.org/10.46553/PRUDENTIA.99.2025.3 DOI: https://doi.org/10.46553/prudentia.99.2025.3

Toia, A. M. del C., Málaga, J. M. M., Valencia, S. A. L., Valenti, E., Calvo, P. D. D. O., Terreros-Abril, K., Fuenzalida-Valdivia, J., & Carpio, L. B. M. del. (2025). Impact of generative artificial intelligence in scientific integrity: A bibliometric analysis. Revista de Bioetica y Derecho, 64, 55–80. https://doi.org/10.1344/RBD2025.64.48524 DOI: https://doi.org/10.1344/rbd2025.64.48524

Usquiano Yepes, P. A., Valencia Gallo, L. M., Botero Zuluaga, D. M., & Giraldo Jiménez, E. A. (2025). ETHICAL IMPLICATIONS RELATED TO THE USE OF ARTIFICIAL INTELLIGENCE IN THE GENERATION OF ACADEMIC RESEARCH. Prometeica, 32. https://doi.org/10.34024/PROMETEICA.2025.32.19619 DOI: https://doi.org/10.34024/prometeica.2025.32.19619

van Berkel, N., Sarsenbayeva, Z., & Goncalves, J. (2023). The methodology of studying fairness perceptions in Artificial Intelligence: Contrasting CHI and FAccT. International Journal of Human Computer Studies, 170. https://doi.org/10.1016/J.IJHCS.2022.102954 DOI: https://doi.org/10.1016/j.ijhcs.2022.102954

Vidal Sabanés, L., & da Cunha, I. (2025). AI as a resource for the clarification of medical terminology. Terminology. International Journal of Theoretical and Applied Issues in Specialized Communication, 31(1), 37–71. https://doi.org/10.1075/TERM.00083.VID DOI: https://doi.org/10.1075/term.00083.vid

Yepes-Nuñez, J. J., Urrútia, G., Romero-García, M., & Alonso-Fernández, S. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790–799. https://doi.org/10.1016/J.RECESP.2021.06.016 DOI: https://doi.org/10.1016/j.recesp.2021.06.016

Zambrano, M., Jurado, B., Freire, N., Saavedra, S., Rafael Mora Zambrano, E., Mauricio Bonilla Jurado, D., Alfonso Núñez Freire, L., & Carlos Sarmiento Saavedra, J. (2018). Inadaptabilidad de los docentes al manejo de plataformas virtuales: caso Educar Ecuador. Revista Conrado, 14(62), 38–42. https://conrado.ucf.edu.cu/index.php/conrado/article/view/713

Zhang, Y., & Tian, Z. (2025). Digital competencies in student learning with generative artificial intelligence: Policy implications from world-class universities. Journal of University Teaching and Learning Practice , 22(2). https://doi.org/10.53761/AV7C8830 DOI: https://doi.org/10.53761/av7c8830

Publicado

2025-09-23

Cómo citar

Rodríguez Salcedo, E. del R. ., Molina Hurtado, D. J. ., Morocho Sáez, Y. T. ., Lema Vaca, K. A., Morales Alvarado, M. A. ., Espinosa Rodríguez, M. C. ., Guangasi Lagua, A. D. ., Centeno Chiguano, M. A. ., & Zamora Paredes, B. H. . (2025). Ética de la IA generativa en la formación legal universitaria. Prohominum, 7(3), 360–382. https://doi.org/10.47606/ACVEN/PH0375

Número

Sección

Artículos

Artículos similares

También puede {advancedSearchLink} para este artículo.