Innovative Pedagogical Strategies Mediated by Artificial Intelligence for the Teaching-Learning Process in Higher Education
Keywords:
Artificial intelligence; higher education; pedagogical strategies; personalized learning; intelligent tutoring systems; generative AIAbstract
The integration of artificial intelligence (AI) into higher education is transforming traditional teaching and learning paradigms. This article presents a systematic literature review on innovative pedagogical strategies mediated by AI, aiming to analyze their effectiveness, ethical challenges, and teacher training requirements. Following PRISMA guidelines, 38 studies published between 2019 and 2024 in Scopus, Web of Science, and Springer databases were analyzed. The results show that the main strategies include intelligent tutoring systems, adaptive personalized learning, generative AI-based conversational assistants, and automated assessment platforms. Meta-analyses report moderate effect sizes (g = 0.32 to 0.37) for intelligent tutoring systems, while generative AI improves student productivity and engagement, although with short-term effects. Significant challenges persist regarding data privacy, algorithmic bias, and academic integrity. The discussion highlights the need for institutional ethical frameworks and teacher professional development programs in AI literacy. It is concluded that AI-mediated pedagogical strategies, when implemented responsibly with teacher mediation, optimize academic performance and promote higher-order cognitive competencies but require clear institutional policies and continuous faculty training.
References
Amén-Mora, P., Zavala-Baque, D. L., Moran-Lozano, N. S., & Intriago-Terán, A. B. (2024). Desafíos éticos y de privacidad en la implementación de la inteligencia artificial en la educación superior. REICOMUNICAR: Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa, 7(14), 613-630. https://doi.org/10.46296/rc.v7i14.0286
Aparicio-Gómez, O. Y. (2023). Desafíos éticos de la Inteligencia Artificial en educación. Revista Iberoamericana de Educación a Distancia (RIED), 26(2), 45-62. https://doi.org/10.5944/ried.26.2.36123
Belkina, M., Daniel, S., Nikolic, S., Haque, R., Lyden, S., Neal, P., Grundy, S., & Hassan, G. M. (2024). Implementing generative AI (GenAI) in higher education: A systematic review of case studies. Computers and Education: Artificial Intelligence, 7, 100407. https://doi.org/10.1016/j.caeai.2024.100407
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, Article 4. https://doi.org/10.1186/s41239-023-00436-z
Burneo-Arteaga, P., Lira, Y., Murzi, H., Balula, A., & Costa, A. P. (2024). Capability-based training framework for generative AI in higher education. Frontiers in Education, 9, 1594199. https://doi.org/10.3389/feduc.2024.1594199
Hattie, J. (2009). *Visible learning: A synthesis of over 800 meta-analyses relating to achievement*. Routledge.
Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Review of Educational Research, 86(1), 42-78. https://doi.org/10.3102/0034654315581420
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901-918. https://doi.org/10.1037/a0037123
Miao, F., & Holmes, W. (2021). Artificial Intelligence and education: Guidance for policy-makers. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000376709
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Qiu, S., Tang, H., An, J., & Wang, S. (2024). A systematic literature review on the application of generative artificial intelligence (GAI) in teaching within higher education: Instructional contexts, process, and strategies. Education and Information Technologies. Publicación avanzada en línea. https://doi.org/10.1007/s10639-024-12890-6
Ramos Rivadeneira, D. X., & Jiménez Toledo, J. A. (2023). Applications of Generative Artificial Intelligence in Higher Education: A systematic review of the literature. Journal of Posthumanism, 3(11), 521-535. https://doi.org/10.63332/joph.v3i11.3770
Steenbergen-Hu, S., & Cooper, H. (2014). A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning. Journal of Educational Psychology, 106(2), 331-347. https://doi.org/10.1037/a0034752
UNESCO. (2021). AI and education: Guidance for policy-makers. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000376709
Vieira, A., & Mesquita, A. (2023). Generative Artificial Intelligence in Higher Education: Challenges, opportunities and pedagogical implications. Revista de Tecnologías de la Información y Comunicación en Educación, 4(1), 36578. https://doi.org/10.55267/rtic.16675
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Published
Issue
Section
License
Copyright (c) 2026 Manuel Fernando Chau Pérez, Melvin Octavio Fiallos Gonzales, Jesús Ricardo Tigrero del Pezo, Eleana Monserrate Jalca Wilson, Denisse Maricela Salcedo Aparicio
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
CC Reconocimiento-NoComercial-SinObrasDerivadas 4.0
.jpg)
![](https://clustrmaps.com/site/1bhn8" title="Visit tracker"><img src="//www.clustrmaps.com/map_v2.png?d=2WTJsN7QOuRFRD2DOJOZtvZ6v94bxB6RU96I-iXx-_s&cl=ffffff"></a>)
