Governance and ethics of artificial intelligence in higher education: systematic review
DOI:
https://doi.org/10.63688/xvkssm25Keywords:
artificial intelligence, higher education, ethics, governanceAbstract
This study analyzes the governance and ethics of artificial intelligence in higher education based on a systematic review of the recent scientific literature. The research was developed under the PRISMA 2020 guidelines, considering publications indexed in Scopus and Web of Science between 2020 and 2026. From an initial search of 60 studies, 30 articles were selected that met criteria of relevance, quality, and thematic relevance. The analysis was structured in three main lines: institutional governance and regulation, ethical dimensions and associated risks, and educational transformations along with emerging perspectives. The results show that, although artificial intelligence has generated significant advances in the personalization of learning and educational efficiency, its implementation has been developed in many cases without solid regulatory frameworks. It also identifies growing concerns around data use, privacy, transparency, and potential surveillance risks in digitized educational environments. On the other hand, the emergence of generative technologies has transformed the dynamics of teaching and assessment, posing new challenges for academic integrity. It is concluded that the integration of artificial intelligence in higher education requires the development of more robust governance models, accompanied by clear ethical principles and pedagogical strategies that guarantee a responsible, equitable and oriented use of the training process.
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