Artificial Intelligence – Education: analysis of approaches in academic publications in Uruguay
Análisis de enfoques de publicaciones académicas en Uruguay
DOI:
https://doi.org/10.48163/rseus.2026.14173-97Keywords:
Artificial Intelligence, Education, academic publications, UruguayAbstract
This study investigates the approaches to analyzing the AI-Education relationship and their relevance within the ecosystem of academic publications in Uruguay. Through a systematic literature review, 67 documents published between 2021 and 2026 were selected and subjected to qualitative content analysis. The results show that the predominant approach is AI in education, while AI technology education and AI ethics education are scarce. Furthermore, the study found that AI and education are entirely absent. While the findings are primarily analyzed from the perspective of Uruguay, they are also interpreted within the global context and from both academic and public policy perspectives related to AI-Education. The analysis of the study's results also leads to several key questions that are crucial to address in future research to further explore the findings.
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Copyright (c) 2026 Juan Manuel Sarochar
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