Learning or complying? A Bibliographic Review of Habitual Artificial Intelligence Use in University Education
DOI:
https://doi.org/10.37387/ipc.v14i2.444Keywords:
Artificial intelligence, Higher education, Learning methods, Educational technology, Learning assessment, Educational innovationAbstract
The integration of articial intelligence (AI) into higher education has progressed
rapidly, moving from isolated experiments to routine use in teaching, assessment,
and institutional practices, shifting the debate from technological feasibility to its pedagogical,
educational, and/or ethical implications. This study comparatively analyzes
some recent scientic publications on the frequent use of AI in university education, with
particular attention to the tension between meaningful learning and instrumental compliance.
The discussion reveals that the mere habituation of AI use does not guarantee
meaningful didactic internalization, as its educational impact depends on teacher intervention,
pedagogical support, intentional instructional design, and the existence of clear
ethical and regulatory frameworks. It is concluded that AI is a structural component of
the contemporary university ecosystem, but its eective integration requires moving beyond
approaches focused solely on academic compliance and advancing toward formative,
critical, and contextualized perspectives. A limitation is acknowledged: the non-empirical
nature of the study underscores the need for experimental and longitudinal research, especially
in Panama and other Latin American contexts.
Downloads
References
Arenales, L., Villarreal, V., & Saldana Barrios, J. J. (2025). Predictive model based on articial
intelligence and contextual awareness to identify students at risk of dropping out of university
in Panama. Ingeniería Solidaria. https://doi.org/10.16925/2357-6014.2025.01.08
Bittle, K., & El-Gayar, O. (2025). Generative AI and academic integrity in higher education: A
systematic review and research agenda. Information, 16 (4), 296. https://doi.org/10.3390/
info16040296
Campos Medina, M. A. (2024). Educación universitaria disruptiva: inteligencia articial y andragogía
desde la transcomplejidad. Acción y Reexión Educativa, 50, 77-89. https://doi.org/10.
/j.are.n50.a6551
Carvajal Chávez, C. A. (2024). Inteligencia articial como recurso didáctico en la educación superior:
Una revisión sistemática. Recimundo, 8 (4), 51-65. https://doi.org/10.26820/recimundo/8.
(4).diciembre.2024.51-65
Castillo-Martínez, I. M., Flores-Bueno, D., & Gómez-Puente, S. M. (2024). AI in higher education:
a systematic literature review. Frontiers in Education, 9, 1-7. https://doi.org/10.3389/feduc.
1391485
Cevallos Gamboa, M. A., Tomalá de la Cruz, M. A., Aroni Caicedo, E. V., & Manzo Nazate, M. E.
(2025). Análisis de la aplicación de la inteligencia articial en la educación superior. Una
revisión sistemática. Recimundo, 9 (1), 29-37. https://doi.org/10.26820/recimundo/9.(1)
.enero.2025.29-37
Consuegra de Sucre, D., Mitre Vásquez, M., & Sucre, A. (2025). La inteligencia articial en la
educación superior panameña: Impacto en la redacción de artículos cientícos. Ciencia Latina
Revista Cientíca Multidisciplinar, 9 (5), 71-91. https://doi.org/10.37811/cl_rcm.v9i5.20803
Cotilla Conceição, J. M., & van der Stappen, E. (2025). The impact of AI on inclusivity in higher
education: A rapid review. Education Sciences, 15 (9), 1255. https : / / doi . org / 10 . 3390 /
educsci15091255
Garzón, J., Patiño, E., & Marulanda, C. (2025). Systematic review of articial intelligence in education:
Trends, benets, and challenges. Multimodal Technologies and Interaction, 9 (8), 84.
https://doi.org/10.3390/mti9080084
Holmes, W., Bialik, M., & Fadel, C. (2019). Articial intelligence in education: Promise and implications
for teaching and learning. Center for Curriculum Redesign.
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., et al. (2023). ChatGPT for good? On opportunities
and challenges of large language models for education. Learning and Individual
Dierences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Llerena-Izquierdo, J., & Ayala-Carabajo, R. (2025). Ethics of the use of articial intelligence in
academia and research: The most relevant approaches, challenges and topics. Informatics,
(4), 111. https://doi.org/10.3390/informatics12040111
Long, D. Y., Wang, S., Md Rashid, S., & Lu, X. T. (2026). Articial intelligence in higher education:
A systematic review of its impact on student engagement and the mediating role of teaching
methods. Frontiers in Education, 10, 1648661. https://doi.org/10.3389/feduc.2025.1648661
Mosha, N. F. V., Chigwada, J., Ketchiwou, G. F., & Ngulube, P. (2026). A systematic review of
articial intelligence in higher education institutions (HEIs): Functionalities, challenges, and
best practices. Education Sciences, 16 (2), 185. https://doi.org/10.3390/educsci16020185
Muñoz Escudero, A. O. (2025). Aplicaciones de la inteligencia articial en la educación superior:
Estudio de caso en la Facultad de Ingeniería, Universidad de Panamá, 2025. REICIT, 5 (1),
-28. https://doi.org/10.48204/reicit.v5n1.7675
Ogunleye, B., Zakariyyah, K. I., Ajao, O., Olayinka, O., & Sharma, H. (2024). A systematic review
of generative AI for teaching and learning practice. Education Sciences, 14 (6), 636. https:
//doi.org/10.3390/educsci14060636
Rahimi, E., & Maathuis, C. (2025). AI in computational thinking education in higher education:
A systematic literature review. ITiCSE 2025: Proceedings of the 30th ACM Conference on
Innovation and Technology in Computer Science Education, 777-786. https://doi.org/10.
/3724389.3730775
Ramos, L., & Castro, J. (2025). Impacto de la IA en la educación superior: benecios, desafíos y
marco ético. Synergía, 4 (1), 381-398. https://doi.org/10.48204/synergia.v4n1.7200
Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., et al. (2022). Assessment in the age
of articial intelligence. Computers and Education: Articial Intelligence, 3, 100075. https:
//doi.org/10.1016/j.caeai.2022.100075
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 info:eu-repo/semantics/openAccess
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1. The authors preserves the patrimonial rights (copyright) of the published works, and favors and allows their reuse.
2. The journal (and its contents) use Creative Commons licenses, specifically the CC BY NC SA type, where: "the beneficiary of the license has the right to copy, distribute, display and represent the work and make derivative works provided you acknowledge and cite the work in the manner specified by the author or licensor."
3. They can be copied, used, disseminated, transmitted and exhibited publicly, provided that: i) the authorship and the original source of its publication (magazine, publisher and URL, DOI of the work) are cited; ii) are not used for commercial purposes.
4. Conditions of self-archiving. Authors are encouraged to electronically disseminate the post-print versions (version evaluated and accepted for publication), as it favors their circulation and dissemination, increases their citation and reach among the academic community.
