La inteligencia artificial generativa como acompañante pedagógico

Emma Lourdes    Durand-Gómez; Alfredo H.    Laura-Anco; Mario Alfredo     Zevallos Luna; Isabel     Olin-Zegarra; Medina   Velásquez Magda

doi:10.47606/ACVEN/PH0524

Authors

Emma Lourdes Durand-Gómez Escuela de Educación Superior Pedagógica Pública Arequipa. Perú https://orcid.org/0000-0002-1896-9958
Alfredo H. Laura-Anco Escuela de Educación Superior Pedagógica Pública Arequipa. Perú https://orcid.org/0000-0001-9066-3649
Mario Alfredo Zevallos Luna Escuela de Educación Superior Pedagógica Pública Arequipa. Perú https://orcid.org/0000-0003-3477-8606
Isabel Olin-Zegarra Escuela de Educación Superior Pedagógica Pública Arequipa. Perú https://orcid.org/0000-0002-3678-3997
Medina Velásquez Magda Escuela de Educación Superior Pedagógica Pública Arequipa. Perú https://orcid.org/0000-0001-9184-4839

DOI:

https://doi.org/10.47606/ACVEN/PH0524

Keywords:

intelligent tutoring, adaptive scaffolding, dialogic mediation, formative assessment, artificial intelligence ethics

Abstract

This article presents a narrative-systematizing state-of-the-art overview of generative artificial intelligence (GAI) as a pedagogical tool in contemporary higher education. The guiding question was: what are the pedagogical functions of GAI, its conditions for effectiveness, and the ethical tensions arising from its integration into formal higher education contexts, based on evidence published between 2022 and May 2026? The literature search involved systematic queries in Scopus, Web of Science, SciELO, Redalyc, and Latindex 2.0. From 773 raw records, duplicate removal, screening by title and abstract, and full-text analytical reading with independent coding by two authors yielded a corpus of 29 scientific articles published between 2022 and May 2026. Thematic analysis resulted in five categories: intelligent tutoring, adaptive scaffolding, dialogic mediation, formative assessment, and emerging ethical and epistemic tensions. The results show that GAI strengthens personalized learning and formative feedback under specific pedagogical conditions. However, tensions associated with cognitive dependency, academic authorship, algorithmic biases, and educational governance persist without an operational resolution. It is concluded that GAI is a sociotechnical construct whose pedagogical integration depends more on the quality of the instructional design than on the technical sophistication of the model..

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