Artificial intelligence tools and applications used by teachers in higher education. A systematic review
DOI:
https://doi.org/10.70577/asce.v5i3.948Keywords:
Artificial intelligence, higher education, faculty, educational technology, educational innovation.Abstract
The integration of artificial intelligence (AI) into higher education has grown rapidly; however, the diversity of available tools and the scattered nature of the scientific evidence make it difficult to identify its applications in university teaching practice. The objective of this systematic review was to identify, analyze, and synthesize the artificial intelligence tools and applications used by faculty in higher education. A descriptive study was conducted through a systematic literature review, in accordance with the PRISMA 2020 guidelines. The search was performed in the Scopus and Redalyc databases using search terms related to artificial intelligence, higher education, faculty, tools, and applications. Scientific articles published between 2020 and 2025 in Spanish and English were included. Of the 198 records initially identified, 20 studies met the inclusion and exclusion criteria established for qualitative synthesis. The results revealed four categories of tools: generative AI agents, intelligent tutoring systems, educational platforms with integrated AI, and gamified environments. Their applications are geared toward the generation of instructional materials, educational research, personalized learning, assessment, automated feedback, and planning support. In addition, studies report benefits related to autonomy, critical thinking, motivation, and improved learning experiences. However, challenges were identified related to teacher training, ethics, data protection, algorithmic transparency, and professional autonomy. The conclusion is that the integration of AI requires policies, training, and pedagogical guidelines that ensure responsible, inclusive, and context-appropriate use in today’s higher education.
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