TALENTO AUMENTADO POR IA: Redefiniendo la formación universitaria en un punto de inflexión histórico

Abstract

Introduction: This article examines how the expansion of artificial intelligence (AI), particularly generative AI, is reshaping the organization of work in Latin America, shifting the focus from the potential mass replacement of jobs to processes of task reorganization and the redefinition of professional competences. Objective: To analyze this process through the concept of augmented talent, understood as the set of technical, cognitive, socio emotional and ethical competences that enables people to work with AI systems as allies without losing professional judgment or social responsibility. Methodology: A theoretical and bibliographic approach is adopted, articulating reports from international organizations and recent studies on employment, AI and higher education in the region, with emphasis on task exposure, technological adoption gaps and educational inequalities. Results: Four clusters of jobs that are more necessary in the near future are identified (data and AI intensive occupations, care and personal services, legal administrative and management professions, and technical trades with digital support), as well as a set of routine occupations at risk of lower relative demand, and the specific competences of augmented talent associated with these clusters are described. Final considerations: It is concluded that higher education occupies a strategic position to democratize access to augmented learning environments and to guide curricular policies, faculty professional development and institutional governance of AI that connect work, augmented talent and social justice in the region.