Artificial intelligence in university practice: a systematic review of open access in Spain
DOI:
https://doi.org/10.19083/ridu.2026.2469Keywords:
higher education, artificial intelligence, Open access, Teaching methods, digital literacyAbstract
Introduction: Artificial intelligence (AI), particularly generative AI such as ChatGPT, is influencing higher education by introducing opportunities for personalized learning and process automation. This change has led to the development of regulatory frameworks in Europe and Spain to ensure the ethical and transparent use of technology. Open access has also become a key tool for democratizing knowledge and enhancing university teaching practices. Objective: To analyze the development of research on artificial intelligence in higher education related to teaching and learning processes within the framework of open science in Spain. Method: This study conducts a systematic literature review on AI in higher education within the context of open science in Spain, following the PRISMA (2020) guidelines. The search focused on databases such as Web of Science, Scopus, Dialnet, and Scielo Spain. Selected articles were analyzed using thematic analysis techniques supported by IRaMuTeQ. Results: An analysis of 15 studies reveals a growing interest in AI in higher education, with a significant increase in 2024. Topics addressed include faculty perceptions, use of ChatGPT, AI literacy, competency development, and the need for ethical training. Quantitative and mixed-method approaches predominate. Discussion: The findings highlight the importance of establishing ethical protocols, improving inclusion, and providing tailored training, with particular emphasis on access and on developing competencies with open-access tools.
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