Abstract:

The ongoing digital transformation of contemporary societies is reshaping labor market dynamics and redefining the role of higher education institutions. In this context, universities are increasingly required to redesign their educational models to support the development of transversal competences, adaptability, and lifelong learning.

This paper presents a qualitative and exploratory study aimed at analyzing the role of Artificial Intelligence (AI) and learning analytics in the transformation of higher education. The research is based on a critical analysis of the recent literature on digital education, AI-based learning environments, and inclusive pedagogical practices, with the objective of identifying emerging trends, opportunities, and key challenges in the integration of advanced technologies within university contexts.

The findings of the study highlight three main dimensions. First, AI and learning analytics can enhance student-centered learning by enabling adaptive learning pathways, continuous monitoring of learning processes, and more personalized feedback. Second, authentic assessment and self-assessment practices emerge as central components of digitally mediated learning environments, fostering students’ metacognitive awareness, active engagement, and responsibility in learning processes. Third, the analysis underscores the relevance of ethical and social issues, particularly in relation to data use, algorithmic transparency, and the risk of reinforcing digital inequalities.

The paper contributes to the current debate by providing a conceptual framework that integrates technological innovation with pedagogical and inclusive perspectives. It offers insights for the design of more flexible, accessible, and student-centered learning ecosystems, while emphasizing the need for a critical and responsible approach to the adoption of AI in higher education.

Keywords:

Artificial Intelligence in Education, Learning Analytics, Higher Education Innovation, Inclusive Digital Learning, Authentic Assessment, Future Skills.