<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2026000200017</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2026.56.2.859</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia artificial en la educación latinoamericana: análisis crítico de personalización y desigualdad educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Artificial Intelligence in Latin American Education: A Critical Analysis of Personalization and Educational Inequality]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pajuelo-Abanto]]></surname>
<given-names><![CDATA[Miluska Jackeline Madelaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carlos-Abanto]]></surname>
<given-names><![CDATA[Edinson Isaí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bazán-Pajuelo]]></surname>
<given-names><![CDATA[Mihail Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez-Mondragón]]></surname>
<given-names><![CDATA[Cecilia del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Navarro]]></surname>
<given-names><![CDATA[José Ismael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bazán-Pajuelo]]></surname>
<given-names><![CDATA[Víctor Yury]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colina-Cueva]]></surname>
<given-names><![CDATA[Luis Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Trujillo Facultad de Educación y Ciencias de la Comunicación Departamento de Ciencias de la Educación]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Privada del Norte Departamento de Ciencia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Trujillo Escuela de Medicina Facultad de Ciencias Médicas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Trujillo Facultad de Educación y Ciencias de la Comunicación Departamento de Ciencias de la Educación]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional de Trujillo Facultad de Educación y Ciencias de la Comunicación Departamento de Ciencias de la Educación]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Nacional de Trujillo Facultad de Ingeniería Escuela de Ingeniería Industrial]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidad Nacional de Trujillo Facultad de Educación y Ciencias de la Comunicación Departamento de Ciencias Psicológicas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2026</year>
</pub-date>
<volume>56</volume>
<numero>2</numero>
<fpage>17</fpage>
<lpage>43</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2026000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2026000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2026000200017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se analizó críticamente el estado del arte sobre la inteligencia artificial en la educación latinoamericana y su relación con la equidad educativa mediante una revisión conceptual sistemática. De 59 artículos indexados en Scopus (2024-2025), se seleccionaron 14 para un análisis en profundidad mediante marcos de justicia educativa latinoamericana. Se identificaron tres paradojas: personalización frente a la estandarización algorítmica; innovación frente a la ampliación de brechas de acceso, uso y diseño, y empoderamiento frente a colonialidad tecnológica. Sólo 11.9% aborda la equidad o la desigualdad, sin incluir a poblaciones vulnerables, como las indígenas o las migrantes. Es la primera sistematización regional posterior a ChatGPT que articula la IA educativa y la justicia social. Se concluye que la IA puede amplificar las desigualdades sin políticas inclusivas, alfabetización crítica y regulación ética participativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A systematic conceptual review critically analyzed the state of the art regarding artificial intelligence in Latin American education and its relationship to educational equity. Of the 59 articles indexed in Scopus (2024-2025), 14 were selected for in-depth analysis using Latin American educational justice frameworks. Three paradoxes were identified: personalization versus algorithmic standardization; innovation versus widening gaps in access, use, and design; and empowerment versus technological coloniality. Only 11.9% of the articles addressed equity or inequality, excluding vulnerable populations such as Indigenous peoples or migrants. This is the first regional systematization since ChatGPT that articulates educational AI and social justice. The study concludes that AI can amplify inequalities without inclusive policies, critical literacy, and participatory ethical regulation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[desigualdad educativa]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="es"><![CDATA[política educativa]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[educational inequality]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="en"><![CDATA[educational policy]]></kwd>
</kwd-group>
</article-meta>
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