Toward Responsible Governance of Generative Artificial Intelligence in Higher Education
Abstract
The rapid expansion of generative artificial intelligence in higher education is reshaping the ways knowledge is produced, validated, and assessed, particularly in Latin American public universities characterized by technological inequalities and emerging regulatory frameworks. This paper develops a systematic documentary analysis of recent international frameworks, academic literature (2020–2025), and institutional documents, selected according to criteria of topicality, thematic relevance, and regional diversity, with a focus on governance, ethics, algorithmic transparency, and responsible augmented authorship. The results reveal persistent gaps between declarative policies and their practical implementation, especially in data protection, explainability, environmental sustainability, and critical AI literacy. Likewise, both prohibition and uncritical adoption are shown to be insufficient to ensure academic integrity and the development of cognitive capacities. Within this context, the notion of augmented authorship emerges as an ethical and pedagogical alternative to exclusively human authorship, emphasizing reflexive co-creation between humans and AI systems under conditions of traceability, meaningful human supervision, and intellectual added value. Based on critical synthesis, the article proposes a model of responsible university governance grounded on five dimensions: algorithmic transparency, augmented authorship, data protection, digital sustainability, and democratic participation of the academic community. The discussion suggests that adaptive governance and critical AI literacy are necessary conditions for integrating generative AI into universities without undermining integrity, cognitive autonomy, or intellectual responsibility.
References
An, Y., Yu, J. H., & James, S. (2025). Investigating the higher education institutions' guidelines and policies regarding the use of generative AI in teaching, learning, research, and administration. International Journal of Educational Technology in Higher Education, 22, 10. https://doi.org/10.1186/s41239-025-00507-3
Aoun, J. E. (2017). Robot-Proof: Higher Education in the Age of Artificial Intelligence. MIT Press.
Baytas, C., & Ruediger, D. (2025). Making AI Generative for Higher Education: Adoption and Challenges Among Instructors and Researchers. Ithaka S+R. https://doi.org/10.18665/sr.322677
Boonstra, L. (2025). Prompt Engineering (Whitepaper). Google.
Carrión Espinosa, W., Bravo Bravo, V., Yánez Romero, M., & Beltrán Balarezo, C. (2022). Aplicaciones de la Inteligencia Artificial en la Preservación de la Originalidad y la Integridad Académica en estudiantes Universitarios. Journal of Science and Research, 7(2), 179-200. https://doi.org/10.5281/zenodo.8239966
CEPAL & CENIA. (2025). Índice Latinoamericano de Inteligencia Artificial (ILIA) 2025. Naciones Unidas.
Consejo Directivo Central (CODICEN). (2024). La inteligencia artificial en la educación. Dirección Sectorial de Planificación Educativa (Uruguay).
Cotton, D., Cotton, P., & Reuben Shipway, J. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 1-12. https://doi.org/10.1080/14703297.2023.2190148
Dungo, C. A. B., Beltran, Z. L. E., Declaro, B. C., Dela-Cruz, J. J. C., & Viray, R. U. (2025). Students' level of awareness on the environmental implications of generative AI. Journal of Education in Science, Environment and Health, 11(2), 93–107. https://doi.org/10.55549/jeseh.777
Estébanez, M. E., Bas, N., & Ricosta, M. A. (2024). Inteligencia artificial y vinculación universitaria: Un estudio sobre las modalidades, dinámicas y mecanismos de interacción en la región latinoamericana. REDES-UNTREF-OEI.
Filgueiras, F. (2021). Diseño de políticas de inteligencia artificial, modos de gobernanza y regímenes políticos. Comparar espacios de diseño en América Latina. Estado Abierto, 6(1), 13-45.
Galán-Íñigo, P., et al. (2025). ¿Estamos preparados para la inteligencia artificial en las aulas? Análisis comparado de los marcos de competencias en IA en el ámbito educativo.
Galli, M. G., & Kanobel, M. C. (2023). ChatGPT en Educación Superior: explorando sus potencialidades y sus limitaciones. Revista Educación Superior y Sociedad (ESS), 35(2), 174-195. https://doi.org/10.54674/ess.v35i2.815
Gallent-Torres, C., Zapata-González, A., & Ortego-Hernando, J. L. (2023). El impacto de la inteligencia artificial generativa en educación superior: una mirada desde la ética y la integridad académica. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 29(2), 1-21. https://doi.org/10.30827/relieve.v29i2.29134
Guest, O., & van Rooij, I. (2025). Critical Artificial Intelligence Literacy for Psychologists.
Guzmán, J. V., & Berdugo-Lattke, M. L. (2024). Uso inteligente de la IA para docentes y estudiantes. Universidad Central (Colombia).
Ilustre Colegio de la Abogacía de Madrid (ICAM). (2024). Guía de buenas prácticas para el uso de la inteligencia artificial. Institute for Ethical AI in Education. (2020). The Ethical Framework for AI in Education.
Li, P., Yang, J., Islam, M. A., & Ren, S. (2023). Making AI less "thirsty": Uncovering and addressing the secret water footprint of AI models. arXiv preprint arXiv:2304.03271.
Miao, F., & Holmes, W. (2024). Guía para el uso de IA generativa en educación e investigación. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000389227
Panke, S. (2025). How Can (A)I Research This? An Autoethnographic Exploration of Generative AI in Research, Teaching and Instructional Design. Journal of Teacher Education, 76(3), 230–244. https://doi.org/10.1177/00224871251325065
Sandoval, M. A., Morales, G. J., Vázquez, H., Huerta, J., & Filobello, U. A. (2024). El uso del prompt de ChatGPT como asistente en la educación. Revista Iberoamericana para la Investigación y el Desarrollo Educativo (RIDE). https://www.ride.org.mx/index.php/RIDE/article/view/1872/4973#info
Strubell, E., Ganesh, A., & McCallum, A. (2019). Energy and policy considerations for deep learning in NLP. Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics, 3645–3650.
UNESCO. (2021). Recomendación sobre la Ética de la Inteligencia Artificial. UNESCO.
Universidad Nacional de Avellaneda (UNDAV). (2024). Resolución R. N° 670/2024. Creación de la Comisión para el Uso y la Aplicación de la Inteligencia Artificial (CUAIA).
Universidad Nacional de Avellaneda (UNDAV). (2025). Resolución C.S. N° 242/2025. Inteligencia Artificial en la Universidad Nacional de Avellaneda: Marco institucional para una inclusión crítica y democrática. Documento N°1 de la CUAIA.
Universidad de Las Américas (UDLA). (2025). Marco para el uso de la Inteligencia Artificial en UDLA. Docencia, Investigación y Vinculación con el Medio. Resolución Vicerrectoría Académica N° 31032025-01.
Copyright (c) 2025 Maria Cristina Kanobel
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright notice
Copyright allows the protection of original material, and curbs the use of others' work without permission. UNESCO IESALC adheres to Creative Commons licenses in the open access publication of ESS. Specifically, texts published in this journal are subject to a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license: ESS is an open access journal, which means that all content is freely available to the user or their institution. Users may read, download, copy, distribute, print, search or link to the full text of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author, always making sure to cite the author. Commercial use is not permitted. ESS requires authors to accept the Copyright Notice as part of the submission process. Authors retain all rights.
The full license can be found at https://creativecommons.org/licenses/by-nc/4.0/
Attribution - NonCommercial (CC BY-NC 4.0)
This journal does not charge authors for the submission or processing of articles. The authors of the contributions will receive acknowledgment of receipt that the work has reached the Editorial Team of the Journal.
.png)
