Artificial intelligence in university education: Systematic review

Abstract

Abstract Frequent changes in university education have been structurally disrupted by the incorporation of artificial intelligence (AI), through the use of the latest tools and applications by students and teachers in the teaching-learning process. The objective of this study was to analyze and interpret the bibliometric results of biblioshiny on artificial intelligence in university education, as well as to assess its contributions in the period from 2019 to 2023. The method applied is the systematic and bibliometric review with the purpose of answering the specific research questions, by means of clear, systematic, and replicable search methods; for which a universe of 917 publications indexed in Scopus, WoS and PubMed was accessed and a sample of 59 scientific articles was selected. The results indicate that the majority of publications have been made in China, followed by Spain and the United States, and there is also little evidence of collaboration among researchers, dispersion in specific topics and isolation in small networks. In the universities, the application of artificial intelligence tools is being reported, but with the demand to educate in their correct use for the development of deep learning with the activation of higher cognitive processes in students, for which the pedagogical orientation of teachers trained in this subject is required.