<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222025000100317</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.25.14</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[IMPACTO DE LA INTELIGENCIA ARTIFICIAL GENERATIVA CHATGPT EN LA ENSEÑANZA UNIVERSITARIA]]></article-title>
<article-title xml:lang="en"><![CDATA[IMPACT OF CHATGPT GENERATIVE ARTIFICIAL INTELLIGENCE ON UNIVERSITY TEACHING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Larico]]></surname>
<given-names><![CDATA[Rogelio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de San Agustín de Arequipa Facultad de Educación ]]></institution>
<addr-line><![CDATA[Arequipa ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<numero>25</numero>
<fpage>317</fpage>
<lpage>341</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222025000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222025000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222025000100317&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La integración de la Inteligencia Artificial (IA) en la educación universitaria, especialmente el modelo ChatGPT, ha despertado un interés creciente en la comunidad académica. Sin embargo, se necesita una comprensión integral del impacto y la eficacia de esta tecnología en el proceso educativo. En este contexto, el objetivo de este artículo fue realizar una revisión sistemática sobre el impacto de la Inteligencia Artificial Generativa ChatGPT en la enseñanza universitaria de 2019 a 2024. Se adoptó el protocolo PRISMA, para la búsqueda en bases de datos como Scopus y SciELO, y se obtuvo una selección de estudios relevantes que incluyeron 18 artículos originales que cumplieron con los criterios de inclusión y exclusión. Se identificó cuatro categorías principales que se relacionan con ChatGPT en la enseñanza universitaria: impacto de ChatGPT, potencial de ChatGPT, percepción de estudiantes y docentes sobre el uso de ChatGPT y efectividad de ChatGPT. Se concluyó que existe un interés creciente en estudiar el impacto del modelo ChatGPT en la enseñanza superior, que enfatiza la relevancia y necesidad de continuar la investigación en esta área para comprender su impacto y zonas que requieren mayor atención y desarrollo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Integrating Artificial Intelligence (AI) in university education, especially the ChatGPT model, has aroused growing interest in the academic community. However, a comprehensive understanding of the impact and effectiveness of this technology in the educational process is needed. In this context, this article aimed to conduct a systematic review of the impact of ChatGPT Generative Artificial Intelligence on university teaching from 2019 to 2024. The PRISMA protocol was adopted to search databases such as Scopus and SciELO, and a selection of relevant studies was obtained that included 18 original articles that met the inclusion and exclusion criteria. Four main categories related to ChatGPT in university teaching were identified: the impact of ChatGPT, the potential of ChatGPT, the perception of students and teachers about using ChatGPT, and the effectiveness of ChatGPT. It was concluded that there is a growing interest in studying the impact of the ChatGPT model in higher education, which emphasizes the relevance and need for further research to understand its impact and areas that require further attention and development.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[University education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[TIC]]></kwd>
</kwd-group>
</article-meta>
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