Fortalezas, desafíos y recomendaciones de la Inteligencia Artificial en la escritura académica universitaria: revisión sistemática

Abstract

Introduction: In an era marked by artificial intelligence, the development of university academic writing, while being enhanced by this technology, also faces significant challenges; existing literature accounts for these experiences, and its review is necessary to formulate strategies that optimize the educational use of AI. Objective: Within this framework, the aim of this study was to conduct a literature review (2021–2024) of 100 scientific publications addressing the use of artificial intelligence in the development of academic writing. Method: The studies were retrieved from the Scopus database, selected in accordance with the PRISMA statement, and analyzed using a content analysis approach. Results: The findings reveal a growing interest in this topic, mainly in Q1 and Q2 journals, with a predominance of quantitative studies, followed by literature reviews; moreover, a substantial proportion of the research focuses on the strengths of AI use, followed by implementation strategies and, to a lesser extent, challenges. Conclusions: It is concluded that artificial intelligence impacts not only students’ communicative and research skills, but also metacognitive and pedagogical processes; however, relevant risks are also identified, such as excessive dependence, plagiarism, potential loss of cognitive skills, and inequity in access, confirming that the integration of AI into academic writing constitutes a complex and multifaceted phenomenon that requires clearly defined ethical, pedagogical, and regulatory frameworks.

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