Artificial Intelligence in Higher Education 5.0: Ethical Implications, Pedagogical Innovation and Personalized Learning
DOI:
https://doi.org/10.56294/dm20261295Keywords:
artificial intelligence, higher education 5.0, educational ethics, pedagogical innovation, personalized learning, digital governanceAbstract
Introduction: the incorporation of artificial intelligence (AI) into Higher Education 5.0 transformed pedagogical models and institutional ethical frameworks, consolidating AI as a key driver connecting technological innovation and human-centered education. However, scientific literature revealed conceptual fragmentation that limited a comprehensive understanding of its ethical, pedagogical, and personalization impacts.
Method: a narrative integrative review was conducted between January and September 2024 using the Scopus, Web of Science, SciELO, ERIC, and Redalyc databases. Inclusion criteria focused on indexed publications from 2019–2024 with verifiable DOIs addressing ethics, pedagogical innovation, and personalized learning. Out of 146 identified documents, 32 studies were selected through coding, thematic comparison, and theoretical triangulation.
Results: findings showed that 41% of the studies focused on ethical implications, 34% on pedagogical innovation, and 25% on personalized learning. Most publications originated from Scopus Q1 and Q2 journals. Results evidenced a trend toward hybrid, student-centered ecosystems, increased use of learning analytics, and the need for robust institutional ethical frameworks.
Conclusions: aI was consolidated as a strategic driver for Higher Education 5.0, capable of fostering inclusion, equity, and teaching transformation. Nevertheless, gaps persisted in digital governance, ethical training, and critical evaluation of technological impact.
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Copyright (c) 2026 Luis Humberto Vásquez Cortez, Juan Francisco Aguas Veloz, Wellington Remigio Villota Oyarvide , Paul Marcelo Tacle Humanante, Cristian Santiago Tapia Ramírez (Author)
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