Uso de la inteligencia artificial generativa en la evaluación del aprendizaje universitario: una revisión sistemática de la literatura (2024-2025)
DOI:
https://doi.org/10.22458/ie.v28i45.6535Palabras clave:
competencia digital, enseñanza superior, ética, evaluación, inteligencia artificialResumen
Este estudio presenta una revisión sistemática de la literatura internacional sobre el uso de la inteligencia artificial (IA) en la evaluación de los aprendizajes universitarios, realizada bajo el marco metodológico PRISMA 2020. El objetivo es analizar cómo la IA, en particular la inteligencia artificial generativa (IAG), está transformando los procesos evaluativos en la educación superior, así como identificar los principales dilemas éticos, desafíos pedagógicos y estratégicos institucionales emergentes a partir de la revisión de la literatura internacional generada entre los años 2024-2025. Para ello se realizó una búsqueda en bases de datos indexadas (Scopus, Web of Science, EBSCOhost y ERIC) aplicando criterios de inclusión y exclusión rigurosos, se utilizó un proceso de codificación temático que permitió agrupar los hallazgos en seis grandes ejes: transformación de la evaluación de los aprendizajes mediante inteligencia artificial, implicaciones éticas, dilemas emergentes asociados al uso de la IA, alfabetización en inteligencia artificial, desarrollo de competencias digitales, gobernanza institucional y políticas para la implementación responsable de la IA.
Los resultados revelan una tendencia creciente a promover una evaluación ética, formativa y humanista, pero sustentada en un equilibrio entre la innovación tecnológica con la integridad académica. Los resultados expresan que la alfabetización en IA es un componente esencial para el uso responsable de estas herramientas, además de que las universidades deben crear marcos de gobernanza y formación docente. Así mismo, el desafío no radica en prohibir la IA, sino en integrarla de manera ética, crítica y pedagógicamente coherente con los principios de justicia, equidad y transparencia educativa.
Referencias
Adil, J. J. G. (2025). AI in education: A systematic literature review of emerging trends, benefits, and challenges. Seminars in Medical Writing and Education, 4, 1–14. https://doi.org/10.56294/mw2025795
Adiyono, A., Suwartono, T., Nurhayati, S., Dalimarta, F. F., & Wijayanti, O. (2025). Impact of Artificial Intelligence on Student Reliance for Exam Answers: A Case Study in IRCT Indonesia. International Journal of Learning, Teaching and Educational Research, 24(3), 455–479. https://doi.org/10.26803/ijlter.24.3.22
Ardito, C. G. (2025). Generative AI detection in higher education assessments. New Directions for Teaching and Learning, 2025, 11–28. https://doi.org/10.1002/tl.20624
Alotaibi, N. S. (2024). The Impact of AI and LMS Integration on the Future of Higher Education: Opportunities, Challenges, and Strategies for Transformation. In Sustainability (Switzerland) (Vol. 16, Issue 23, pp. 1–21). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/su162310357
Amrane-Cooper, L., Hatzipanagos, S., Marr, L., & Tait, A. (2024). Online Assessment and Artificial Intelligence: Beyond the False Dilemma of Heaven or Hell. Open Praxis, 16(4), pp. 687–695. DOI: https://doi.org/10.55982/ openpraxis.16.4.752
Ateeq, A., Alzoraiki, M., Milhem, M., & Ateeq, R. A. (2024). Artificial intelligence in education: implications for academic integrity and the shift toward holistic assessment. Frontiers in Education, 9, 1–11. https://doi.org/10.3389/feduc.2024.1470979
Aydeniz, M. (2025). Reflections on the Merit and Perils of AI in Higher Education: Five Early Adopter’s Perspectives. International Journal of Technology in Education and Science, 9(4), 1. https://doi.org/10.46328/ijtes.648
Bearman, M., Tai, J., Dawson, P., Boud, D., & Ajjawi, R. (2024). Developing evaluative judgement for a time of generative artificial intelligence. Assessment and Evaluation in Higher Education, 49(6), 893–905. https://doi.org/10.1080/02602938.2024.2335321
Beynen, T. (2024). The Role of Students’ Assessment Literacies in Navigating University Assessment, GenAI, and Academic Integrity. Brock Education Journal, 33(3), 30–56. https://doi.org/10.26522/brocked.v33i3.1179
Castillo, V. S., & Maldonado, E. J. (2025). ChatGPT as an Assessment and Feedback Tool in Higher Education: Opportunities, Challenges and Ethics. In Lecture Notes on Data Engineering and Communications Technologies (Vol. 262, pp. 218–229). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-98476-1_18
Corbin, T., Dawson, P., Nicola-Richmond, K., & Partridge, H. (2025). ‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment. Assessment and Evaluation in Higher Education, 50(5), 705–717. https://doi.org/10.1080/02602938.2025.2456207
Dabis, A., & Csáki, C. (2024). AI and ethics: Investigating the first policy responses of higher education institutions to the challenge of generative AI. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03526-z
Delcker, J., Heil, J., & Ifenthaler, D. (2025). Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence. Educational Technology Research and Development, 73(1), 115–133. https://doi.org/10.1007/s11423-024-10418-1
Deepshikha, D. (2025). A comprehensive review of AI-powered grading and tailored feedback in universities. Discover Artificial Intelligence, 5(1), Article 251. https://doi.org/10.1007/s44163-025-00517-0
Evangelista, E. D. L. (2025). Ensuring academic integrity in the age of ChatGPT: Rethinking exam design, assessment strategies, and ethical AI policies in higher education. Contemporary Educational Technology, 17(1), 1–19. https://doi.org/10.30935/cedtech/15775
Erhardt, C., Kullenberg, H., Grigoriadis, A. et al. (2025). From policy to practice: the regulation and implementation of generative AI in Swedish higher education institutes. Int J Educ Integr, 21, (21). https://doi.org/10.1007/s40979-025-00195-6
Francis, N. J., Jones, S., & Smith, D. P. (2024). Generative AI in Higher Education: Balancing Innovation and Integrity. In British Journal of Biomedical Science (81), 1–9. Institute of Biomedical Science (IBMS). https://doi.org/10.3389/bjbs.2024.14048
Gonsalves, C. (2025). Addressing student non-compliance in AI use declarations: implications for academic integrity and assessment in higher education. Assessment and Evaluation in Higher Education, 50(4), 592–606. https://doi.org/10.1080/02602938.2024.2415654
Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. https://doi.org/10.30935/cedtech/13605
Jedličková, A. (2024). Ethical considerations in risk management of autonomous and intelligent systems. Ethics & Bioethics (in Central Europe), 14(1–2), 80–95. https://doi.org/10.2478/ebce-2024-0007
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeiffer, F., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Kasneci, G., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Khan, U. A., Kauttonen, J., Aunimo, L., & Alamäki, A. (2024). A system to ensure information trustworthiness in artificial intelligence enhanced higher education. Journal of Information Technology Education: Research, 23, 1–35. https://doi.org/10.28945/5295
Kılınç, S. (2024). Comprehensive AI assessment framework: Enhancing educational evaluation with ethical AI integration. Journal of Educational Technology and Online Learning, 7(4 - ICETOL 2024 Special Issue), 521-540. https://doi.org/10.31681/jetol.1492695
Knoth, N., Decker, M., Laupichler, M. C., Pinski, M., Buchholtz, N., Bata, K., & Schultz, B. (2024). Developing a holistic AI literacy assessment matrix – Bridging generic, domain-specific, and ethical competencies. Computers and Education Open, 6. https://doi.org/10.1016/j.caeo.2024.100177
Lachheb, A., Leung, J., Abramenka-Lachheb, V., & Sankaranarayanan, R. (2025). AI in higher education: A bibliometric analysis, synthesis, and a critique of research. Internet and Higher Education, 67, 1–18. https://doi.org/10.1016/j.iheduc.2025.101021
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, 23(4), 2069–2086. https://doi.org/10.1007/s10805-025-09642-y
León, C., Lipuma, J., & Oviedo-Torres, X. (2025). Artificial intelligence in STEM education: a transdisciplinary framework for engagement and innovation. In Frontiers in Education (10), 1–18. Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1619888
Li, M., Cheng, F., & Yamamoto, B. A. (2024). Ethical Implications of ChatGPT in Higher Education: A Scoping Review. Journal of Interdisciplinary Studies in Education, 13(1), 55–69. https://doi.org/10.32674/jise.v13i1.6072
Lim, T., Gottipati, S., & Cheong, M. (2025). What students really think: unpacking AI ethics in educational assessments through a triadic framework. International Journal of Educational Technology in Higher Education, 22(1), 1–32. https://doi.org/10.1186/s41239-025-00556-8
Lin, J. C., Kurapati, S. S., Younessi, D. N., Scott, I. U., & Gong, D. A. (2024). Ethical and professional decision-making capabilities of artificial intelligence chatbots: Evaluating ChatGPT's professional competencies in medicine. Medical Science Educator, 34(2), 331–333. https://doi.org/10.1007/s40670-024-02005-z
López-Vasco, F. E., Angulo-Álvarez, M. R., & Sosa-Zúñiga, D. I. (2025). Formación Docente en IA Generativa: Impacto Ético y Retos en Educación Superior. Alteridad, 20(2), 166–177. https://doi.org/10.17163/alt.v20n2.2025.01
Lowe, M. (2024). The More Things Change: The Ethical Impacts of AI in Higher Education. Research Issues in Contemporary Education, 9(2). https://files.eric.ed.gov/fulltext/EJ1435770.pdf
Macedo, A., Amasifuen, D., Apolinario, A., Benancio, C., & Santisteban, J. (2025). Inteligencia artificial en la elaboración de trabajos académicos de la educación superior: Una revisión sistemática. Espacios, 46(4), 199–211. https://doi.org/10.48082/espacios-a25v46n04p19
Mammadova, I., Aliyeva, E., Mammadova, N., & Ismayilli, F. (2025). The Role of Artificial Intelligence in Shaping Assessment Practices in Higher Education. Educational Process: International Journal, 18, 1–16. https://doi.org/10.22521/edupij.2025.18.439
Martin, A. F., Tubaltseva, S., Harrison, A., & Rubin, G. J. (2025). Participatory Co-Design and Evaluation of a Novel Approach to Generative AI-Integrated Coursework Assessment in Higher Education. Behavioral Sciences, 15(6), 1–15. https://doi.org/10.3390/bs15060808
Martínez, C. M., Roger-Monzo, V., & Castelló-Sirvent, F. (2025). Generative AI and critical thinking in online higher education: challenges and opportunities. RIED-Revista Iberoamericana de Educacion a Distancia, 28(2), 233–273. https://doi.org/10.5944/ried.28.2.43556
Miller, W. (2024). Adapting to AI: Reimagining the Role of Assessment Professionals. Intersection: A Journal at the Intersection of Assessment and Learning, 5(4), 99-113.https://doi.org/10.61669/001c.121439
Mpolomoka, D. L. (2025). Utilizing artificial intelligence for assessment in higher education. Pedagogical Research, 10(3), em0243. https://doi.org/10.29333/pr/16677
Mulaudzi, L. V., & Hamilton, J. (2025). Lecturer’s Perspective on the Role of AI in Personalized Learning: Benefits, Challenges, and Ethical Considerations in Higher Education. Journal of Academic Ethics, 23(4), 1571–1591. https://doi.org/10.1007/s10805-025-09615-1
Muñoz Martínez, C., Roger-Monzo, V., & Castelló-Sirvent, F. (2025). Generative AI and critical thinking in online higher education: challenges and opportunities. [IA generativa y pensamiento crítico en la educación universitaria a distancia: desafíos y oportunidades]. RIED-Revista Iberoamericana de Educación a Distancia, 28(2), 233 273. https://doi.org/10.5944/ried.28.2.43556
Mwakalinga, S. E., & Mabilika, F. A. (2025). Perceptions, pitfalls, and proposals for the ethical use of artificial intelligence in the classroom: a case study of students and educators (teachers’ and lecturers’). Cogent Education, 12(1), 1–14. https://doi.org/10.1080/2331186X.2025.2557611
Oncioiu, I., & Bularca, A. R. (2025). Artificial Intelligence Governance in Higher Education: The Role of Knowledge-Based Strategies in Fostering Legal Awareness and Ethical Artificial Intelligence Literacy. Societies. 15(6), 1–19. https://doi.org/10.3390/soc15060144
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Perkins, M., Roe, J., Postma, D., McGaughran, J., & Hickerson, D. (2024). Detection of GPT-4 Generated Text in Higher Education: Combining Academic Judgement and Software to Identify Generative AI Tool Misuse. Journal of Academic Ethics, 22(1), 89–113. https://doi.org/10.1007/s10805-023-09492-6
Picasso, F., Atenas, J., Havemann, L., & Serbati, A. (2024). Advancing Critical Data and AI Literacies Through Authentic and Real-World Assessment Design Using a Data Justice Approach. Open Praxis, 16(3), 291–310. https://doi.org/10.55982/openpraxis.16.3.667
Rodríguez Castillo, N. E., Posada González, J., Amores Campaña,. F. A., Yacchirema Jiménez, M. G., Yacchirema Jiménez, S. A, & Balseca Guzmán, C. E. (2025). University education 5.0: artificial intelligence and emerging technologies for innovation in higher education. Seminars in Medical Writing and Education, 4, 433. https://doi.org/10.56294/mw2025433
S., H., Jayavel, A., Gnanasekaran, S., Sohail, S. S., & Madsen, D. Ø. (2025). Interpretable and ethical learning assessment transformer (IELAT): an explainable transformer model for personalized student assessments. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2485508
S, V., Chinnasamy, G. & Ahmed Hussein, A. (3025) Evaluating the integration and impact of artificial intelligence (AI) tools on academic learning, assessment, and research practices in higher education. Educ Inf Technol 30, 25655–25682. https://doi.org/10.1007/s10639-025-13719-x
Sabzalieva, E., & Valentini, A. (2023). ChatGPT e inteligencia artificial en la educación superior: Guía de inicio rápido. UNESCO IESALC. https://www.iesalc.unesco.org
Samsa Yetik, S. (2025). The Impact of Artificial Intelligence on University Teaching Processes: An Analysis Based on Faculty Perspectives. Kastamonu Eğitim Dergisi, 33(3), 448–468. https://doi.org/10.24106/kefdergi.1748350
Shamsuddinova, S., Heryani, P., & Naval, M. A. (2024). Evolution to revolution: Critical exploration of educators’ perceptions of the impact of artificial intelligence (AI) on the teaching and learning process in the GCC region. International Journal of Educational Research, 125, 102326. https://doi.org/10.1016/j.ijer.2024.102326
Shabalala, N. P. (2024). Elevating STEM Learning: Unleashing the Power of AI in Open Distance eLearning. Research in Social Sciences and Technology, 9(3), 269-288. https://doi.org/10.46303/ressat.2024.59
Sharma, R. C., & Panja, S. K. (2025). Addressing Academic Dishonesty in Higher Education: A Systematic Review of Generative AI’s Impact. Open Praxis, 17(2), 251–269. https://doi.org/10.55982/ openpraxis.17.2.820
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
Williams, R. T. (2024). The ethical implications of using generative chatbots in higher education. Frontiers in Education, 8, 1–8. https://doi.org/10.3389/feduc.2023.1331607
Yan, Y., Liu, H., & Chau, T. (2025). A Systematic Review of AI Ethics in Education: Challenges, Policy Gaps, and Future Directions. Journal of Global Information Management, 33(1), 1–50. https://doi.org/10.4018/JGIM.386381
Yan, Y., Liu, H., Zhang, H., Chau, T., & Li, J. (2025). Designing a generalist education AI framework for multimodal learning and ethical data governance. Applied Sciences, 15(14), 7758. https://doi.org/10.3390/app15147758
Zhao, X., Liu, C., Philippakos, Z., Zahra, F., & Aydeniz, M. Reflections on the Merit and Perils of AI in Higher Education: Five Early Adopter’s Perspectives. (2025). International Journal of Technology in Education and Science, 9(4), 522-544. https://doi.org/10.46328/ijtes.648
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Innovaciones Educativas
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
