Ibero-American  perspectives  on  the  regulation  of  artificial  intelligence  in  higher education : a comparative analysis

Medina-Zuta, Patricia; Sotomayor Soloaga, Pedro; Becerra, Gastón; Alfonso Adam, María Estrella; Kitsutani Barrenechea, Ena; Losada, Analía Verónica

Ibero-American perspectives on the regulation of artificial intelligence in higher education : a comparative analysis

dc.contributor.author	Medina-Zuta, Patricia
dc.contributor.author	Sotomayor Soloaga, Pedro
dc.contributor.author	Becerra, Gastón
dc.contributor.author	Alfonso Adam, María Estrella
dc.contributor.author	Kitsutani Barrenechea, Ena
dc.contributor.author	Losada, Analía Verónica
dc.date.accessioned	2025-12-11T15:36:54Z
dc.date.available	2025-12-11T15:36:54Z
dc.date.issued	2025
dc.description.abstract	Technoscientific advancement and the growing relevance of Artificial Intelligence (AI) in higher education have led to an urgent need for coherent and effective regulations, considering the differentiated levels of social, cultural, and economic development. This study aims to compare the regulatory frameworks regarding the integration of AI in higher education across Argentina, Brazil, Chile, Peru, and Spain, with the goal of identifying the gaps that need to be addressed in order to incorporate AI into educational practices in an ethical and responsible manner. A multimodal approach is adopted, combining comparative education methodology and content analysis to examine the interrelations and variations that distinguish these contexts from one another. The findings reveal that, while there are shared needs for the inclusion of ethical guidelines, there are also marked differences in the type, scope, and implementation of these regulations among the countries. Spain, as part of the European Union, demonstrates notable advances in contrast with the South American nations.	en
dc.description.filiation	Medina-Zuta, Patricia. Comunidad Internacional de Investigación Educativa; Perú.
dc.description.filiation	Sotomayor Soloaga, Pedro. Universidad de Atacama; Chile.
dc.description.filiation	Becerra, Gastón. Universidad de Flores; Argentina.
dc.description.filiation	Alfonso Adam, María Estrella. Universidad de Flores; Argentina.
dc.description.filiation	Kitsutani Barrenechea, Ena. Universidad Internacional de Valencia; España.
dc.description.filiation	Losada, Analía Verónica. Universidad de Flores; Argentina.
dc.identifier.citation	Medina-Zuta, P., Sotomayor Soloaga, P., Becerra, G., Alfonso Adam, M. E., Kitsutani Barrenechea, E. Y., & Losada, A. V. (2025). Ibero-American perspectives on the regulation of artificial intelligence in higher education : a comparative analysis. Revista de Estudios y Experiencias en Educación, 24(56), 282-300. https://doi.org/10.21703/rexe.v24i56.3159	en
dc.identifier.doi	https://doi.org/10.21703/rexe.v24i56.3159
dc.identifier.issn	2735-6337
dc.identifier.uri	https://hdl.handle.net/20.500.14340/2972
dc.language.iso	en	en
dc.publisher	Universidad Católica de la Santísima Concepción, Chile
dc.rights	openAccess
dc.rights.uri	https://creativecommons.org/licenses/by-nc/4.0/
dc.subject	INTELIGENCIA ARTIFICIAL	es_AR
dc.subject	ENSEÑANZA SUPERIOR	es_AR
dc.title	Ibero-American perspectives on the regulation of artificial intelligence in higher education : a comparative analysis	en
dc.type	Artículo	es_AR
dc.type.version	publishedVersion
dspace.entity.type	Artículo