Inteligencia artificial generativa y transformación del trabajo en la educación superior: una revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.23024430Palabras clave:
aplicación informática, teoría de la información, modernizaciónResumen
La irrupción de la inteligencia artificial generativa (IAG) ha transformado aceleradamente las dinámicas laborales en la educación superior. No obstante, aunque gran parte de la literatura se ha concentrado en sus efectos sobre el estudiantado, aún existe poca atención a las implicaciones que tiene para el personal de las Instituciones de Educación Superior (IES). En este contexto, el objetivo de esta revisión sistemática fue analizar cómo la IAG está reconfigurando el trabajo de dicho personal, así como identificar sus principales beneficios, limitaciones y desafíos. Para ello, se siguieron las directrices PRISMA 2020 mediante una búsqueda realizada el 17 de septiembre de 2026 en Scopus, SciELO y Dimensions. Inicialmente, se identificaron 496 registros, a los que se aplicaron filtros automatizados de temporalidad, área temática, idioma y tipo de documento. Posteriormente, se efectuó una depuración manual por pares independientes, lo que permitió seleccionar una muestra final de 17 artículos. El análisis temático evidenció una reconfiguración del trabajo en actividades de enseñanza, evaluación, investigación, comunicación y prestación de servicios, con transformaciones significativas en las tareas, prácticas y roles profesionales. En conclusión, la integración de la IAG en las IES exige fortalecer las competencias del personal y establecer mecanismos institucionales de gobernanza que permitan aprovechar sus beneficios, gestionar sus riesgos y afrontar sus efectos sobre el trabajo.
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