Generative Artificial Intelligence in University Teaching: A Review of Transformations and Challenges

Abstract

The emergence of generative artificial intelligence (GAI) in higher education has triggered a profound transformation in teaching and learning processes. Tools such as ChatGPT, Copilot, and Gemini are being incorporated into face-to-face, virtual, and hybrid environments, generating new pedagogical, epistemological, and ethical dynamics. This article aims to critically analyze the impact of GAI on university teaching from a humanistic, situated, and inclusive perspective. A systematic review of scientific literature published between 2021 and 2025 was conducted, following the PRISMA protocol. The databases consulted included Scopus, RIED, and Dialnet. Inclusion criteria were applied that prioritized empirical studies, systematic reviews, and theoretical essays with an ethical-pedagogical focus. The final sample included 18 articles categorized into four areas: pedagogical transformation, teacher-student perception, ethical challenges, and innovative proposals.  The results show that AI is significantly changing teaching practice, promoting the personalization of learning, the automation of tasks, and the generation of adaptive content. However, concerns also arise about the dehumanization of the educational relationship, algorithmic transparency, equity in access, and epistemic biases. Innovative experiences that integrate AI into simulations, automated tutoring, and inclusive narratives are documented. It is concluded that AI represents an ontological transformation of the educational act. Its integration requires ethical, digital, and philosophical competencies, as well as a pedagogy of discernment that preserves teacher judgment, human connection, and epistemic justice in diverse contexts.