<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802025000200044</article-id>
<article-id pub-id-type="doi">10.32870/ap.v17n2.2662</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transformación educativa con inteligencia artificial: revisión de aplicaciones y desafíos en educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational transformation with artificial intelligence: a review of applications and challenges in education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Jacobo]]></surname>
<given-names><![CDATA[Diego René]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Angulo Armenta]]></surname>
<given-names><![CDATA[Joel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>44</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802025000200044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802025000200044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802025000200044&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio consistió en una revisión sistemática donde se recuperaron investigaciones sobre inteligencia artificial (IA) en el contexto de la educación en el período de 2015-2025. El objetivo fue examinar de manera sistemática cómo se utiliza la IA en la educación, especialmente en los procesos de enseñanza. El método se realizó siguiendo la guía contemplada en la declaración PRISMA. Se encontraron 888 investigaciones, distribuidas en 390 revistas académicas, con un total de 2 601 autores, 160 estudios son realizados por autores individuales. El año con mayor cantidad de estudios fue 2024 (n = 426), la cual representa 47.97% del total de la muestra; por lo tanto, las evidencias se pudieron organizar en cuatro categorías: 1) la IA como herramienta transformadora en la educación, 2) personalización del aprendizaje, 3) desafíos éticos y brechas digitales y 4) impacto de la IA. Como conclusión se presenta una visión sobre los aportes generados a la investigación de la IA en el contexto de la educación, de manera que cumple la función de concentrar los datos generados al momento para establecer en qué punto se encuentra la educación del siglo XXI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study consisted of a systematic review that retrieved research on artificial intelligence (AI) in the context of education from 2015 to 2025. The objective was to systematically examine how AI is used in education, especially in teaching processes. The method was carried out following the guidelines contemplated in the PRISMA declaration. A total of 888 research papers were found, distributed across 390 academic journals, with a total of 2 601 authors; 160 studies were conducted by individual authors. The year with the largest number of studies was 2024 (n = 426), representing 47.97% of the total sample; therefore, the evidence could be organized into four categories: 1) AI as a transformative tool in education, 2) personalization of learning, 3) ethical challenges and digital divides, and 4) the impact of AI. In conclusion, we present an overview of the contributions generated by AI research in the context of education, which serves the purpose of concentrating the data generated to date to establish the current state of 21st-century education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[competencia digital]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[digital competence]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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<name>
<surname><![CDATA[Stynse]]></surname>
<given-names><![CDATA[H. O.]]></given-names>
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<article-title xml:lang=""><![CDATA[Conocimiento, uso y percepción de la inteligencia artificial en la enseñanza superior]]></article-title>
<source><![CDATA[Revista Científica Estelí]]></source>
<year>2024</year>
<numero>49</numero>
<issue>49</issue>
<page-range>128-46</page-range></nlm-citation>
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</back>
</article>
