Andragogía e Inteligencia Artificial como Integración Tecnológica en la Educación Superior
Andragogy and Artificial Intelligence as Technological Integration in Higher Education
DOI:
https://doi.org/10.64041/riidg.v4i4.57Keywords:
andragogía, inteligencia artificial, educación de adultosAbstract
This paper analyzes the relationship between andragogy and artificial intelligence in adult learning processes in higher education through a qualitative narrative review. The main objective was to integrate and critically analyze the scientific literature published between 2015 and 2024 to understand the influence of AI on autonomy, didactic mediation, and the ethics of adult learning.
The review was conducted according to the PRISMA 2020 guidelines and used the reflective thematic analysis model proposed by Braun & Clarke, including 45 peer-reviewed scientific articles in academic databases such as Scopus, ERIC, SpringerOpen, RedALyC, and Google Scholar.
The findings are divided into three thematic axes: a) autonomy and autonomous learning are enhanced through personalized learning environments; b) didactic mediation is redefined as a more reflective and ethical pedagogical role; and c) the ethical and technological challenges of equity in terms of data privacy, algorithmic bias, and the digital divide.
It is concluded that the intersection of AI and adult learning in higher education represents an opportunity to strengthen autonomous, critical, and contextual learning when human mediation and an ethical framework are present.
For further study, policies that include equity in technology are recommended, as well as teacher training in digital ethics and the development of hybrid learning models that can be based on humanistic principles and adult education at the higher level.
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Copyright (c) 2025 Franklin Cabezas-Galarza , Mercedes Landivar-Wong, Miguel Vargas-Bustamante , Karina Valenzuela Burbano
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