Abstract:

This paper explores how artificial intelligence in the Fourth Industrial Revolution processes learning at the higher education level. The Fourth Industrial Revolution 4.0 (4RI) is escenario by advancing information and communication technologies (ICT), data storage, and artificial intelligence. A considerable number of studies have already been published on the subject, proposing various scenarios and benefits of AI application in education that enable the personalization and flexibility of learning and improved decision-making with data analytics and innovation of learning environments. Furthermore, several studies have pointed out the need and opportunity to find a new path of professional training in higher education that includes educational platforms in line with the hybrid model to transform teaching practices in the digital era. The qualitative research method consisted of a stage 1 systematic review of AI applications in higher education, teaching competencies, and the virtual classroom using the Prisma statement. Stage 2 comprises a conceptual framework to integrate and evaluate the synergistic potential between these concepts—finally, stage 3 design of the collecting qualitative data based on semi-structured interviews with Industry 4.0 experts. The study's outcome is to characterize the applications of AI in vocational training processes in a higher education institution. The implications of the research are associated with the need to transform higher education and to establish the applications of AI to learning environments and the personalization of student learning. Moreover, in higher education, teaching practices with the integration of AI support the development of socioemotional skills demanded by the labor market.

Keywords:

Teaching competencies, higher education, hybrid models, industry 4.0, artificial intelligence.