<?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>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132025000100253</article-id>
<article-id pub-id-type="doi">10.59659/revistatribunal.v5i10.114</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia artificial: Beneficios y desafíos en el ámbito educativo en nivel superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Artificial Intelligence: The benefits and challenges in the higher education field]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inteligência Artificial: Os benefícios e os desafios no âmbito do ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Hernández]]></surname>
<given-names><![CDATA[Lucelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murga]]></surname>
<given-names><![CDATA[Cyntia Raquel Rudas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Seefoó]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar Soplapuco]]></surname>
<given-names><![CDATA[Jorge Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[Guerrero ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Cajamarca  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>10</numero>
<fpage>253</fpage>
<lpage>270</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000100253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio explora la aplicación de la inteligencia artificial (IA) en la educación universitaria, destacando su potencial para personalizar el aprendizaje, optimizar procesos administrativos y mejorar la retroalimentación educativa. Se utilizó un diseño de campo no experimental de corte transversal, aplicando encuestas a 870 estudiantes universitarios en México. Los datos recolectados fueron analizados mediante técnicas estadísticas y software SPSS. Los resultados muestran que la IA facilita la personalización del aprendizaje, incrementa la eficiencia administrativa y mejora la comprensión y rendimiento académico de los estudiantes. Sin embargo, también se identificaron desafíos relacionados con la falta de capacitación docente y el acceso desigual a estas tecnologías. Las conclusiones enfatizan que, aunque la IA no puede reemplazar a los docentes, sí actúa como una herramienta clave para enriquecer la enseñanza. Se recomienda promover la alfabetización digital y la formación tecnológica para maximizar sus beneficios en el ámbito educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study explores the application of artificial intelligence (AI) in university education, highlighting its potential to personalize learning, optimize administrative processes and improve educational feedback. A non-experimental cross-sectional field design was used, applying surveys to 870 university students in Mexico. The data collected was analyzed using statistical techniques and SPSS software. The results show that AI facilitates the personalization of learning, increases administrative efficiency, and improves students' understanding and academic performance. However, challenges related to lack of teacher training and unequal access to these technologies were also identified. The conclusions emphasize that, although AI cannot replace teachers, it does act as a key tool to enrich teaching. It is recommended to promote digital literacy and technological training to maximize its benefits in the educational field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo explora a aplicação da inteligência artificial (IA) no ensino universitário, destacando o seu potencial para personalizar a aprendizagem, otimizar processos administrativos e melhorar o feedback educacional. Foi utilizado um desenho de campo transversal não experimental, aplicando pesquisas a 870 estudantes universitários no México. Os dados coletados foram analisados &#8203;&#8203;por meio de técnicas estatísticas e do software SPSS. Os resultados mostram que a IA facilita a personalização da aprendizagem, aumenta a eficiência administrativa e melhora a compreensão e o desempenho acadêmico dos alunos. No entanto, também foram identificados desafios relacionados com a falta de formação de professores e o acesso desigual a estas tecnologias. As conclusões sublinham que, embora a IA não possa substituir os professores, funciona como uma ferramenta fundamental para enriquecer o ensino. Recomenda-se promover a literacia digital e a formação tecnológica para maximizar os seus benefícios no domínio educativo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Beneficios]]></kwd>
<kwd lng="es"><![CDATA[Desafíos]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educacional.]]></kwd>
<kwd lng="en"><![CDATA[Benefits]]></kwd>
<kwd lng="en"><![CDATA[challenges]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[Educational technology.]]></kwd>
<kwd lng="pt"><![CDATA[Benefícios]]></kwd>
<kwd lng="pt"><![CDATA[Desafios]]></kwd>
<kwd lng="pt"><![CDATA[Ensino universitário]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia educativa.]]></kwd>
</kwd-group>
</article-meta>
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