<?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>S2448-878X2025000300251</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.3.827</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Asistentes virtuales en la formación de estudiantes vespertinos trabajadores: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual Assistants in the Education of Working Evening Students: A Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Donoso Gormaz]]></surname>
<given-names><![CDATA[Gonzalo Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de las Américas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>3</numero>
<fpage>251</fpage>
<lpage>273</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000300251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000300251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000300251&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el contexto actual, los asistentes virtuales han emergido como soluciones efectivas para facilitar el aprendizaje, especialmente para estudiantes vespertinos que deben equilibrar trabajo y estudio. Esta investigación se justifica por la creciente necesidad de apoyar la educación no tradicional, abordando dificultades que enfrentan tales estudiantes para gestionar tiempos y acceder a recursos educativos, lo que impacta negativamente su rendimiento académico. Se realizó una revisión sistemática mediante el framework SALSA, analizando estudios publicados entre 2020 y 2024 en bases de datos como WoS, Scopus, Dialnet y SciELO. Los hallazgos indican que mejoran significativamente la gestión del tiempo y acceso a recursos, al proporcionar asistencia adaptada a necesidades individuales. Sin embargo, se identificaron desafíos como falta de capacitación tecnológica entre los docentes y resistencia al cambio. A pesar de los logros alcanzados, es esencial abordar estos obstáculos para maximizar el potencial educativo de estas aplicaciones, fortaleciendo su implementación en entornos educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the current context, virtual assistants have emerged as effective solutions to facilitate learning, especially for evening students who must balance work and study. This research is justified by the growing need to support non-traditional education, addressing the challenges these students face in managing time and accessing educational resources, which negatively affects their academic performance. A systematic review was conducted using the SALSA framework, analyzing studies published between 2020 and 2024 in databases such as WoS, Scopus, Dialnet, and SciELO. The findings indicate that they significantly improve time management and access to resources by providing assistance tailored to individual needs. However, challenges were identified, such as a lack of technological training among teachers and resistance to change. Despite the progress made, it is essential to address these obstacles to maximize the educational potential of these applications, strengthening their implementation in educational environments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[asistentes virtuales]]></kwd>
<kwd lng="es"><![CDATA[educación vespertina]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="en"><![CDATA[virtual assistants]]></kwd>
<kwd lng="en"><![CDATA[evening education]]></kwd>
<kwd lng="en"><![CDATA[self-directed learning]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
</kwd-group>
</article-meta>
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