Inteligencia artificial en la educación superior para el desarrollo sostenible: Un análisis bibliométrico desde Scopus y VOSviewer (2021–2025)
DOI:
https://doi.org/10.63862/rhs-86-105-2026Palabras clave:
Inteligencia artificial, educación superior, educación para el desarrollo sostenible, alfabetización digital, tecnologías de la información en la educaciónResumen
Este artículo analiza la evolución y las características de la producción científica sobre la inteligencia artificial aplicada en la educación superior para el desarrollo sostenible, con el propósito de identificar tendencias, clústeres temáticos y vacíos de conocimiento que orienten nuevas agendas académicas. Se empleó un estudio bibliométrico basado en la base de datos Scopus, utilizando la ruta de búsqueda “inteligencia artificial” AND “higher education” AND “sustainable development” y considerando documentos publicados entre 2021 y 2025; los datos se procesaron mediante las herramientas de análisis de Scopus y el software VOSviewer para elaborar mapas de coocurrencia de términos y redes de autores, países y fuentes. Los resultados muestran un crecimiento sostenido de la producción, concentrada en un conjunto limitado de autores, países y revistas de alta influencia, así como cinco clústeres temáticos principales vinculados a la usabilidad de la IA generativa, la integración de tecnologías de Industria 4.0, el desarrollo de competencias cognitivas y docencia, la percepción estudiantil y el ODS 4, y las tendencias bibliométricas y de gobernanza institucional. El estudio concluye que la IA se ha consolidado como un vector estratégico para la educación superior orientada a los ODS, pero que su adopción se desarrolla en medio de tensiones entre lógicas tecnocéntricas y enfoques pedagógico‑críticos, lo que exige marcos de gobernanza, alfabetización en IA y diseño curricular explícitamente alineados con la sostenibilidad, la equidad y la justicia social.
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Derechos de autor 2026 Revista Hambatu Science
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
