From the Digital Ecosystem to Critical Artificial Intelligence

Abstract

Digital transformation in Latin American higher education, driven by the rapid expansion of artificial intelligence (AI), constitutes a complex phenomenon that reshapes not only technological environments but also pedagogical practices, institutional structures, and the ethical frameworks that underpin university life. In this context, a critical perspective is essential to examine how these technologies influence the reproduction of inequalities and the redefinition of knowledge.

This study aims to critically analyze the discourses, practices, and policies related to university digitalization and the integration of AI in higher education institutions across Latin America, from an ethical, contextualized, and situated perspective. The research follows an interpretive approach with socio-pedagogical and sociocultural orientation, grounded in an extensive documentary review, a comparative analysis of institutional cases, and the use of secondary sources. Although no direct fieldwork was conducted, replicable methodological instruments were designed as proactive contributions for future research.

The main findings reveal structural tensions between modernization narratives and the real conditions of many public universities. It is evident that digitalization progresses more strongly in administrative areas than in pedagogical ones, and that AI is often adopted without solid ethical frameworks or meaningful faculty involvement.

The study concludes that digital transformation in universities will only be socially and pedagogically meaningful if guided by principles of equity, technological sovereignty, and cognitive justice, recognizing Latin America’s cultural and epistemic diversity as a starting point rather than a barrier.