Artificial Intelligence in Higher Education: Rethinking, Knowledge Production and The Pedagogical Relationship
Abstract
This study is a systematic review aimed at critically and integratively analyzing the transformations brought about by artificial intelligence in university academic processes, with special emphasis on four interconnected axes: the generation and circulation of knowledge, the role of teacher, evaluation mechanisms, and the pedagogical relationship. Following the PRISMA methodology, a total of 60 articles published in journals indexed in Scopus and Web of Sciece were analyzed. The results reveal that AI introduces technical innovations that transform and challenge the epistemic, ethical, and formative frameworks of higher education. In addition, the study identifies regulatory and conceptual gaps that underlie the tensions surrounding the free and responsible adoption of AI in educational practice. The study concludes that preservers intellectual autonomy and the formative purpose of knowledge in an increasingly automated environment.
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References
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