INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO SUPERIOR: CONTRIBUIÇÕES, DESAFIOS E PERSPECTIVAS A PARTIR DE UMA REVISÃO INTEGRATIVA
DOI:
https://doi.org/10.46616/rce.v12i18.196Palavras-chave:
Inteligência Artificial; Educação Superior; Ensino-Aprendizagem; Inovação Educacional; Tecnologias Digitais.Resumo
A inteligência artificial (IA) tem promovido mudanças estruturais na educação superior ao ampliar as possibilidades de inovação pedagógica, personalização da aprendizagem e otimização dos processos acadêmicos e administrativos. Embora o uso crescente dessas tecnologias represente oportunidades relevantes para o fortalecimento do ensino universitário, sua incorporação também suscita desafios relacionados à formação docente, à ética, à privacidade dos dados e à integridade acadêmica. Nesse contexto, este estudo teve como objetivo analisar criticamente as evidências científicas acerca das contribuições, potencialidades e limitações da inteligência artificial no ensino superior, enfatizando os impactos sobre o processo de ensino e aprendizagem. Trata-se de uma revisão integrativa da literatura, conduzida mediante busca sistematizada nas bases PubMed/MEDLINE, Embase, Scopus, Scielo, utilizando o Google Acadêmico. Foram considerados estudos publicados entre 2011 e 2025, selecionados conforme critérios previamente estabelecidos de inclusão e exclusão. Inicialmente foram identificadas 296 publicações, das quais 65 atenderam aos critérios metodológicos definidos e compuseram a amostra final da revisão. Os resultados evidenciaram que a inteligência artificial favorece a personalização do ensino, amplia o engajamento discente, contribui para a aprendizagem adaptativa, otimiza processos avaliativos e fortalece a tomada de decisão institucional baseada em dados. Entretanto, persistem desafios relacionados à infraestrutura tecnológica, à qualificação docente, às desigualdades de acesso, à proteção de dados pessoais e às implicações éticas decorrentes do uso intensivo dessas ferramentas. Portanto, que a integração da inteligência artificial na educação superior deve ocorrer de forma planejada, ética e pedagogicamente fundamentada, exigindo políticas institucionais consistentes, investimento contínuo na formação de professores e desenvolvimento de competências digitais que favoreçam uma utilização crítica, responsável e socialmente comprometida dessas tecnologias, com mitigação de riscos.
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