Resumen
En la presente revisión sistemática se analizaron las principales barreras y soluciones en la formación docente en inteligencia artificial en educación superior. Mediante el protocolo PRISMA se identificaron 428 registros en Scopus, Web of Science, ERIC y ScienceDirect, seleccionándose finalmente 18 estudios de alta calidad metodológica. Los resultados evidenciaron barreras tecnológicas, pedagógicas, organizacionales y éticas, destacando la insuficiencia de infraestructura digital, la ausencia de estrategias didácticas específicas y la falta de gobernanza institucional. Las soluciones más efectivas fueron las comunidades de práctica, la formación continua, el acompañamiento docente y las políticas institucionales sostenibles. Se concluye que la integración de la IA requiere una transformación universitaria sistémica y no únicamente capacitación técnica aislada.
Citas
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[3] B. Zawacki-Richter, V. I. Marín, M. Bond and F. Gouverneur, “Systematic review of research on artificial intelligence applications in higher education – where are the educators?,” International Journal of Educational Technology in Higher Education International Journal of Educational Technology in Higher Education, vol. 16, no. 39, 2019, doi: 10.1186/s41239-019-0171-0.
[4] J. Kasneci, S. Sessler, M. Küchemann, et al., “ChatGPT for good? On opportunities and challenges of large language models for education,” Learning and Individual Differences Learning and Individual Differences, vol. 103, 102274, 2023, doi: 10.1016/j.lindif.2023.102274.
[5] L. Chen, P. Chen and Z. Lin, “Artificial Intelligence in Education: A Review,” in IEEE Access IEEE Access, vol. 8, pp. 75264–75278, 2020, doi: 10.1109/ACCESS.2020.2988510.
[6] M. Koehler and P. Mishra, “What is Technological Pedagogical Content Knowledge (TPACK)?,” Contemporary Issues in Technology and Teacher Education, vol. 9, no. 1, pp. 60–70, 2009.
[7] A. Kirkwood and L. Price, “Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review,” Learning, Media and Technology Learning, Media and Technology, vol. 39, no. 1, pp. 6–36, 2014.
[8] I. F. J. Cisneros and L. Munduate Jaca, “Implicaciones de la teoría de la autoeficacia en la gestión de organizaciones,” Apuntes de Psicología, vol. 18, no. 1, pp. 3–8, 2000, doi: 10.55414/d6yfe048.
[9] H. Lenk and M. Maring, “Responsibility and technology,” in Responsibility, Routledge, 2002, pp. 107–122.
[10] V. Potocan, “Technology and Corporate Social Responsibility,” Sustainability Sustainability, vol. 13, no. 15, p. 8658, 2021, doi: 10.3390/su13158658.
[11] M. Ma, D. T. K. Ng, Z. Liu and G. K. Wong, “Fostering responsible AI literacy: A systematic review of K-12 AI ethics education,” Computers and Education: Artificial Intelligence Computers and Education: Artificial Intelligence, vol. 8, p. 100422, 2025, doi: 10.1016/j.caeai.2025.100422.
[12] S. Tlili, J. Shehata, B. Adarkwah, et al., “What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education,” Smart Learning Environments Smart Learning Environments, vol. 10, no. 15, 2023, doi: 10.1186/s40561-023-00237-x.
[13] O. Viberg, M. Hatakka, O. Bälter and A. Mavroudi, “The current landscape of learning analytics in higher education,” Computers in Human Behavior Computers in Human Behavior, vol. 89, pp. 98–110, 2018, doi: 10.1016/j.chb.2018.07.027.
[14] N. Selwyn, “Should robots replace teachers? AI and the future of education,” Polity Press Cambridge: Polity Press, 2019.
[15] R. Luckin and W. Holmes, “Intelligence unleashed: An argument for AI in education,” Pearson London: Pearson Education, 2016.
[16] UNESCO, “Guidance for generative AI in education and research,” UNESCO Paris: UNESCO Publishing, 2023.
[17] OECD, “Digital Education Outlook 2023: Towards an effective digital education ecosystem,” OECD Paris: OECD Publishing, 2023.
[18] J. Williamson and B. Eynon, “Historical threads, missing links, and future directions in AI in education,” Learning, Media and Technology Learning, Media and Technology, vol. 45, no. 3, pp. 223–235, 2020, doi: 10.1080/17439884.2020.1798995.
[19] M. Bond, V. I. Marín, C. Dolch, S. Bedenlier and O. Zawacki-Richter, “Digital transformation in German higher education,” International Journal of Educational Technology in Higher Education International Journal of Educational Technology in Higher Education, vol. 15, no. 48, 2018, doi: 10.1186/s41239-018-0130-1.
[20] P. Goodyear and L. Carvalho, “The analysis of complex learning environments,” Routledge London: Routledge, 2014.
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