AI-Assisted Teaching in Higher Education: Challenges and Opportunities

Ruben Heli Medina

doi:10.64923/ceniiac.e0003

Authors

Ruben Heli Medina Universidad Rafael Belloso Chacín https://orcid.org/0009-0003-2611-7661

DOI:

https://doi.org/10.64923/ceniiac.e0003

Keywords:

Artificial intelligence, University teaching, Higher education, Bibliometrics, ChatGPT, Educational policies, Digital competencies

Abstract

AI-assisted teaching in higher education has led to significant growth in scientific output in recent years, driven by both pedagogical opportunities and the ethical, institutional, and technological challenges it presents. The objective of this study was to analyze, using a bibliometric approach, the evolution, key contributors, central themes, and citation patterns of research on this topic between 2017 and 2024. The Scopus database was used, and 276 documents were processed after a rigorous screening process. The analysis was conducted using RStudio (Bibliometrix), VOSviewer, and Excel. The results show a steady increase in publications, particularly since 2020, with a high concentration in China and strong influence from recent authors and documents. The most relevant topics include the integration of ChatGPT, the formulation of institutional policies, and teacher self-efficacy. The conclusions highlight that, despite the field’s growth, challenges remain in terms of conceptual depth, digital ethics, and teacher training. It is recommended to strengthen collaborative networks, promote interdisciplinary research lines, and develop critical frameworks for the responsible integration of AI in university settings.

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Author Biography

Ruben Heli Medina, Universidad Rafael Belloso Chacín

Bachelor’s Degree in Social Communication from Universidad Privada Dr. Rafael Belloso Chacín in Venezuela. E-mail: rubenmedinae04@gmail.com

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