Hermenéutica de la IA educativa en Educación Superior: intersecciones entre psicología del aprendizaje, equidad de género y sostenibilidad curricular

Víctor Hugo González Torres; Elisabeth Viviana Lucero Baldevenites; Pedro Luis Bracho-Fuenmayor

Víctor Hugo González Torres, Lic. Universidad de Guanajuato; México https://orcid.org/0000-0002-4945-9408
Elisabeth Viviana Lucero Baldevenites, Lic. Universidad de Las Palmas de Gran Canaria https://orcid.org/0000-0002-1328-8117
Pedro Luis Bracho-Fuenmayor, Lic. https://orcid.org/0000-0003-3899-8163

Keywords: artificial intelligence, curricular sustainability, gender equity, hermeneutics, higher education

Abstract

This article offers a look at the hermeneutics of educational artificial intelligence in higher education, all with the aim of exploring its complex intersections with the psychology of learning, gender equity, and curricular sustainability. A rigorous analysis of the Scopus literature was designed, covering the period from 2023 to 2025 and based on the hermeneutic circle, codification, group dialogue, and source triangulation. In this sense, the results highlight how personalization can revolutionize teaching, although it faces significant challenges in infrastructure and access, specifically in Latin America. At the same time, the potential of artificial intelligence to enhance critical thinking and creativity is observed. A crucial finding is the concern about algorithmic biases, which can perpetuate gender inequalities, requiring conscious design and greater awareness. Therefore, artificial intelligence also emerges as a key factor in adapting curricula to changing demands, although institutional resistance represents an obstacle. In conclusion, the study underscores the need to adopt a thoughtful and equitable approach to integrating artificial intelligence, ensuring that its impact is transformative and beneficial for all educational stakeholders.