SYSTEMATIC REVIEW: GAI AND IMPACT ON THE SKILLS DEVELOPMENT IN UNIVERSITY STUDENTS

Gutiérrez F.S.; Vilca-Apaza H.M.; Valero-Ancco V.N.; Condori J.M.M.; Chui-Betancur H.N. · Scientific Culture (2026) · DOI: 10.5281/zenodo.11425259

Resumen

In today's academic world, Generative Artificial Intelligence (AGI) has burst into universities in a surprising way in every way, its potential is transforming the teaching-learning processes. The objective of the research was to analyze how these digital tools allow the development of academic competencies in university students. Methodologically, the study includes a systematic review and meta-analysis, in which 57 current scientific articles were analyzed following the PRISMA guideline, which allowed exhaustive searches, based on exclusion/inclusion criteria that allowed data to be extracted according to the flowchart from the identification, selection and documentation of the research. These account for the benefits, opportunities and challenges that derive from its application in the university system. The results indicate that IAG encourages autonomous learning, improving the understanding of complex arguments, personalization of academic activities, at the same time, offers new ways of adapting to the educational process and in the classroom. Studies highlight a dependence on the use of these tools and their ethical management is questioned. The meta-analysis shows an Odds Ratio (OR)=1.60 and Confidence Intervals (CI) 95% (1.35, 1.90), which shows a significant and positive association between the variables. It is concluded that it is not enough to incorporate artificial intelligence into academic processes. It is necessary to implement institutional policies, pedagogical processes in accordance with technological advances and continuous training for teachers and students. It does not have to go in the direction of replacing thought, but of strengthening cognitive faculties, reflecting and addressing new paradigms.

Instituciones: Universidad Nacional del Altiplano