UNIVERSIDADES COMO SISTEMAS COMPLEJOS LOS DESAFÍOS Y OPORTUNIDADES DE LA TRANSFORMACIÓN DIGITAL MEDIADA POR INTELIGENCIA ARTIFICIAL GENERATIVA
Palabras clave:
Teoría de la complejidad, Transformación Digital, Inteligencia Artificial Generativa
Resumen
El presente capítulo presenta desafíos y oportunidades que actualmente enfrentan las Instituciones de Educación Superior (IES) en el desarrollo e implementación de políticas institucionales de Transformación Digital (Tx) mediada por la Inteligencia Artificial Generativa (IAG), desde el enfoque de la teoría de la complejidad. Se parte de que las IES operan como sistemas dinámicos e interdependientes, donde el rumbo que se genera a partir de las decisiones tecnológicas, pedagógicas y organizativas es difícil de prever. Por lo tanto, la Tx debe entenderse como algo más que la implementación de tecnologías digitales; más bien, sirve como un mecanismo para la transformación cultural y organizacional, mediante el uso de tecnologías digitales, donde se transforman los métodos de enseñanza, investigación y gestión. La llegada de la IAG a las IES marca un antes y un después de todas sus actividades, la educación empieza a ser diferente, pues la IA lleva a nuevos modos de producción de conocimiento y colaboración intelectual, ambos influyen en las prácticas de enseñanza, de gestión y de gobernanza de las IES. La IAG trae consigo aprendizaje personalizado y eficiencia institucional, así como dilemas éticos y de equidad que rodean a la IAG y que las políticas institucionales deben abordar. Esto es particularmente desafiante en una era de complejidad, el objetivo de este trabajo es conceptualizar cómo se podrían integrar sistemas de IAG como un proceso no lineal y de aprendizaje coevolutivo, pues las organizaciones pueden crear un sistema de autoorganización, retroalimentación y adaptabilidad, lo que hace que tales características innovadoras organizacionales sean necesarias. Este capítulo propone que el uso de la IAG debe servir como una herramienta de inteligencia colectiva y resiliencia organizacional, permitiendo a las instituciones de educación superior aprovechar su propia complejidad y navegar con éxito los inevitables procesos de cambio.
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• Farias-Gaytan, S., Aguaded, I., & Ramirez-Montoya, M.-S. (2023). Digital transformation and digital literacy in the context of complexity within higher education institutions: A systematic literature review. Humanities and Social Sciences Communications, 10(1), 386. https://doi.org/10.1057/s41599-023-01875-9
• García-Peñalvo, F. J. (2024). The new reality of education in the face of advances in generative artificial intelligence. Education in the Knowledge Society, 25. https://doi.org/10.14201/eks.31942
• Howden, S. (2021). Critical Reflections on Academic Leadership During Covid-19: Using Complexity Leadership Theory to Understand the Transition to Remote and Blended Learning. Journal of Perspectives in Applied Academic Practice, 9(2), 118–126. https://doi.org/10.14297/jpaap.v9i2.478
• Ishimaru, A. M., & Galloway, M. K. (2020). Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity. Educational Administration Quarterly, 57(3), 470–502. https://doi.org/10.1177/0013161x20947459.
• Jain, R., Garg, N., & Khera, S. N. (2022). Effective Human–AI Work Design for Collaborative Decision-Making. Kybernetes, 52(11), 5017–5040. https://doi.org/10.1108/k-04-2022-0548
• Jin, Y., Yan, L., Echeverria, V., Gasevic, D., & Martinez-Maldonado, R. (2025). Generative AI in higher education: A global perspective of institutional adoption policies and guidelines. Computers and Education: Artificial Intelligence, 8, 100348–100348. https://doi.org/10.1016/j.caeai.2024.100348
• Kofinas, A. K., Tsay, C. H., & Pike, D. (2025). The impact of generative AI on academic integrity of authentic assessments within a Higher Education context. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13585
• Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. Relc Journal, 54(2), 537–550. https:// doi.org/10.1177/00336882231162868
• Lee, G. (2025). Embedding Sustainability in Higher Education: A Review of Institutional Strategy, Curriculum Reform, and Digital Integration. International Journal of Science and Research Archive, 15(2), 420–426. https://doi.org/10.30574/ijsra.2025.15.2.1396
• Li, F. (2020). Leading Digital Transformation: Three Emerging Approaches for Managing the Transition. International Journal of Operations & Production Management, 40(6), 809–817. https://doi.org/10.1108/ijopm-04-2020-0202
• Liu, J., Yang, W., & Liu, W. (2021). Adaptive Capacity Configurations for the Digital Transformation: A Fuzzy-Set Analysis of Chinese Manufacturing Firms. Journal of Organizational Change Management, 34(6), 1222–1241. https://doi.org/10.1108/jocm-02-2020-0043
• Luong, N. V., Thuy, L. T. N., Tình, T. T., Yen, N. T. H., & Thuy, D. T. (2024). Integrating Open Knowledge and Administrative Management in the Digital Transformation Model of Education Institutions: An Effective Approach. International Journal of Religion, 5(7), 290–302. https://doi.org/10.61707/2vywvv49
• Ly, B. (2023). The Interplay of Digital Transformational Leadership, Organizational Agility, and Digital Transformation. Journal of the Knowledge Economy, 15(1), 4408–4427. https://doi.org/10.1007/s13132-023-01377-8
• Mahlaule, A. P., McCrindle, C. M. E., & Napoles, L. (2024). Inclusive Education and Related Policies in Special Needs Schools in South Africa. African Journal of Disability, 13. https://doi.org/10.4102/ajod.v13i0.1358
• McGrath, C., Farazouli, A., & Cerratto-Pargman, T. (2025). Generative AI chatbots in higher education: A review of an emerging research area. Higher Education, 89(6), 1533–1549. https://doi.org/10.1007/s10734-024-01288-w
• Michel‐Villarreal, R., Vilalta-perdomo, E. L., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Education Sciences, 13(9), 856. https://doi.org/10.3390/educsci13090856
• Milner, A. L., Browes, N., & Murphy, T. (2020). All in This Together? The Reconstitution of Policy Discourses on Teacher Collaboration as Governance in Post-Crisis Europe. European Educational Research Journal, 19(3), 225–246. https://doi.org/10.1177/1474904120911754
• Mutebi, H., Ntayi, J. M., Muhwezi, M., & Munene, J. C. (2020). Self-Organisation, Adaptability, Organisational Networks and Inter-Organisational Coordination: Empirical Evidence From Humanitarian Organisations in Uganda. Journal of Humanitarian Logistics and Supply Chain Management, 10(4), 447–483. https://doi.org/10.1108/jhlscm-10-2019-0074
• Nandy, M., Lodh, S., & Tang, A. (2020). Lessons From Covid-19 and a Resilience Model for Higher Education. Industry and Higher Education, 35(1), 3–9. https://doi.org/10.1177/0950422220962696
• Neher, M., Petersson, L., Nygren, J., Svedberg, P., Larsson, I., & Nilsén, P. (2023). Innovation in Healthcare: Leadership Perceptions About the Innovation Characteristics of Artificial Intelligence—A Qualitative Interview Study With Healthcare Leaders in Sweden. Implementation Science Communications, 4(1). https://doi.org/10.1186/s43058-023-00458-8
• Ngafeeson, M. N. (2021). Northern Michigan University Online Campus: A Case of Digital Transformation in Higher Education. Journal of Information Technology Teaching Cases, 12(2), 230–243. https://doi.org/10.1177/20438869211056950
• Riwayadi, E., Umran, M. F., Murti, T. H., Monoarfa, M., Waisapi, J. Y., & Cahyono, B. T. (2024). Forging Paths: A Systematic Review on the Interplay of Government Policies, Technological Advancements, and Business Growth Through the Role of Economic Innovation. Ijmbi, 2(1), 29–40. https://doi.org/10.59890/ijmbi.v2i1.1453
• Robles, P., & Mallinson, D. J. (2023). Catching Up WithAI: Pushing Toward a Cohesive Governance Framework. Politics & Policy, 51(3), 355–372. https://doi.org/10.1111/polp.12529
• Sánchez-Prieto, J. C.. (2025). Generative artificial intelligence for self-learning in higher education. RIED. Revista Iberoamericana de Educación a Distancia, 28(1). https://doi.org/10.5944/ried.28.1.41548
• Singun, A. Jr. (2025). Unveiling the barriers to digital transformation in higher education institutions: A systematic literature review. Discover Education, 4(1), 37. https://doi.org/10.1007/s44217-025-00430-9
• Sousa, A. E.,. (2025). Use of Generative AI by Higher Education Students. Electronics, 14(7), 1258–1258. https://doi.org/10.3390/electronics14071258
• Tallberg, J., Lundgren, M., & Geith, J. (2023). AI Regulation in the European Union: Examining Non-State Actor Preferences. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4424114
• Zamir, S., Mehmood, M. S., Abbasi, B. N., Li, W., & Wang, Z. (2025). Examining the role of higher education learning, research excellence, and innovation capacity in driving AI-technological advancements in Nordic countries. Humanities and Social Sciences Communications, 12(1), 1325. https://doi.org/10.1057/s41599-025-05665-3
• Alenezi, M. (2021). Deep Dive Into Digital Transformation in Higher Education Institutions. Education Sciences. https://doi.org/10.3390/educsci11120770
• Alier, M., García-Peñalvo, F. J., & Camba, J.D. (2024). Generative Artificial Intelligence in Education: From Deceptive to Disruptive. International Journal of Interactive Multimedia and Artificial Intelligence, 8(5), 5–14. https://doi.org/10.9781/ijimai.2024.02.011
• Almassaad, A., Alajlan, H., & Alebaikan, R. (2024). Student Perceptions of Generative Artificial Intelligence: Investigating Utilization, Benefits, and Challenges in Higher Education. Systems, 12(6), 385–385. https://doi.org/10.3390/systems12060385
• Almatrodi, I., & Skoumpopoulou, D. (2023). Organizational Routines and Digital Transformation: An Analysis of How Organizational Routines Impact Digital Transformation Transition in a Saudi University. Systems, 11(5), 239. https://doi.org/10.3390/systems11050239
• Al-Shabandar, R., Jaddoad, A., Elwi, T. A., Mohammed, A. H., & Hussain, A. J. (2024). A Systematic Review for the Implication of Generative AI in Higher Education. Infocommunications Journal, 16(3), 31–42. https://doi.org/10.36244/ICJ.2024.3.3
• Antonopoulou, K., Begkos, C., & Zhu, Z. (2023). Staying afloat amidst extreme uncertainty: A case study of digital transformation in Higher Education. Technological Forecasting and Social Change, 192, 122603. https://doi.org/10.1016/j.techfore.2023.122603
• Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings Through Bibliometric and Content Analysis. Sustainability, 15(17), 12983. https://doi.org/10.3390/su151712983
• Barus, O. P., Hidayanto, A. N., Handri, E. Y., Sensuse, D. I., & Yaiprasert, C. (2025). Shaping generative AI governance in higher education: Insights from student perception. International Journal of Educational Research Open, 8. https://doi.org/10.1016/j.ijedro.2025.100452
• Batista, J., Mesquita, A., & Carnaz, G. (2024). Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review. Information, 15(11). ttps://doi.org/10.3390/info15110676
• Belkina, M., Daniel, S., Nikolic, S., Haque, R., Lyden, S., Neal, P., Grundy, S., & Hassan, M. (2025). Implementing generative AI (GenAI) in higher education: A systematic review of case studies. Computers and Education: Artificial Intelligence, 8, 100407–100407. https://doi.org/10.1016/j.caeai.2025.100407
• Bitar, N., & Davidovich, N. (2024). Transforming Pedagogy: The Digital Revolution in Higher Education. Education Sciences, 14(8), 811. https://doi.org/10.3390/educsci14080811
• Bozkurt, A., Karadeniz, A., Bañeres-Besora, D., Guerrero‐Roldán, A., & Rodríguez, M. E. (2021). Artificial Intelligence and Reflections From Educational Landscape: A Review of AI Studies in Half a Century. Sustainability, 13(2), 800. https://doi.org/10.3390/su13020800
• Chan, C. K. Y. (2023). A Comprehensive AI Policy Education Framework for University Teaching and Learning. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00408-3
• Chang, D., Lin, M. P., Hajian, S., & Wang, Q.Q. (2023). Educational Design Principles of Using AI Chatbot That Supports Self-Regulated Learning in Education: Goal Setting, Feedback, and Personalization. Sustainability, 15(17), 12921. https://doi.org/10.3390/su151712921
• Comisión Económica para América Latina y el Caribe. (s. f.). Agenda digital eLAC2026: Gobernanza y seguridad digital. Recuperado de https://elac.cepal.org/agenda-gobernanza.html
• Crompton, H., & Burke, D. (2023). Artificial Intelligence in Higher Education: The State of the Field. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00392-8
• Dempere, J., Modugu, K. P., Hesham, A., & Ramasamy, L. K. (2023). The Impact of ChatGPT on Higher Education. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1206936
• European Commission. (2021). Plan de Acción de Educación Digital (2021-2027). Recuperado el 7 de noviembre de 2025, de https://education.ec.europa.eu/es/focus-topics/digital-education/actions
• Eze, S. C., Chinedu-Eze, V. C., Okike, C. K., & Bello, A. O. (2020). Factors Influencing the Use of E-Learning Facilities by Students in a Private Higher Education Institution (HEI) in a Developing Economy. Humanities and Social Sciences Communications, 7(1). https://doi.org/10.1057/s41599-020-00624-6
• Farias-Gaytan, S., Aguaded, I., & Ramirez-Montoya, M.-S. (2023). Digital transformation and digital literacy in the context of complexity within higher education institutions: A systematic literature review. Humanities and Social Sciences Communications, 10(1), 386. https://doi.org/10.1057/s41599-023-01875-9
• García-Peñalvo, F. J. (2024). The new reality of education in the face of advances in generative artificial intelligence. Education in the Knowledge Society, 25. https://doi.org/10.14201/eks.31942
• Howden, S. (2021). Critical Reflections on Academic Leadership During Covid-19: Using Complexity Leadership Theory to Understand the Transition to Remote and Blended Learning. Journal of Perspectives in Applied Academic Practice, 9(2), 118–126. https://doi.org/10.14297/jpaap.v9i2.478
• Ishimaru, A. M., & Galloway, M. K. (2020). Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity. Educational Administration Quarterly, 57(3), 470–502. https://doi.org/10.1177/0013161x20947459.
• Jain, R., Garg, N., & Khera, S. N. (2022). Effective Human–AI Work Design for Collaborative Decision-Making. Kybernetes, 52(11), 5017–5040. https://doi.org/10.1108/k-04-2022-0548
• Jin, Y., Yan, L., Echeverria, V., Gasevic, D., & Martinez-Maldonado, R. (2025). Generative AI in higher education: A global perspective of institutional adoption policies and guidelines. Computers and Education: Artificial Intelligence, 8, 100348–100348. https://doi.org/10.1016/j.caeai.2024.100348
• Kofinas, A. K., Tsay, C. H., & Pike, D. (2025). The impact of generative AI on academic integrity of authentic assessments within a Higher Education context. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13585
• Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. Relc Journal, 54(2), 537–550. https:// doi.org/10.1177/00336882231162868
• Lee, G. (2025). Embedding Sustainability in Higher Education: A Review of Institutional Strategy, Curriculum Reform, and Digital Integration. International Journal of Science and Research Archive, 15(2), 420–426. https://doi.org/10.30574/ijsra.2025.15.2.1396
• Li, F. (2020). Leading Digital Transformation: Three Emerging Approaches for Managing the Transition. International Journal of Operations & Production Management, 40(6), 809–817. https://doi.org/10.1108/ijopm-04-2020-0202
• Liu, J., Yang, W., & Liu, W. (2021). Adaptive Capacity Configurations for the Digital Transformation: A Fuzzy-Set Analysis of Chinese Manufacturing Firms. Journal of Organizational Change Management, 34(6), 1222–1241. https://doi.org/10.1108/jocm-02-2020-0043
• Luong, N. V., Thuy, L. T. N., Tình, T. T., Yen, N. T. H., & Thuy, D. T. (2024). Integrating Open Knowledge and Administrative Management in the Digital Transformation Model of Education Institutions: An Effective Approach. International Journal of Religion, 5(7), 290–302. https://doi.org/10.61707/2vywvv49
• Ly, B. (2023). The Interplay of Digital Transformational Leadership, Organizational Agility, and Digital Transformation. Journal of the Knowledge Economy, 15(1), 4408–4427. https://doi.org/10.1007/s13132-023-01377-8
• Mahlaule, A. P., McCrindle, C. M. E., & Napoles, L. (2024). Inclusive Education and Related Policies in Special Needs Schools in South Africa. African Journal of Disability, 13. https://doi.org/10.4102/ajod.v13i0.1358
• McGrath, C., Farazouli, A., & Cerratto-Pargman, T. (2025). Generative AI chatbots in higher education: A review of an emerging research area. Higher Education, 89(6), 1533–1549. https://doi.org/10.1007/s10734-024-01288-w
• Michel‐Villarreal, R., Vilalta-perdomo, E. L., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Education Sciences, 13(9), 856. https://doi.org/10.3390/educsci13090856
• Milner, A. L., Browes, N., & Murphy, T. (2020). All in This Together? The Reconstitution of Policy Discourses on Teacher Collaboration as Governance in Post-Crisis Europe. European Educational Research Journal, 19(3), 225–246. https://doi.org/10.1177/1474904120911754
• Mutebi, H., Ntayi, J. M., Muhwezi, M., & Munene, J. C. (2020). Self-Organisation, Adaptability, Organisational Networks and Inter-Organisational Coordination: Empirical Evidence From Humanitarian Organisations in Uganda. Journal of Humanitarian Logistics and Supply Chain Management, 10(4), 447–483. https://doi.org/10.1108/jhlscm-10-2019-0074
• Nandy, M., Lodh, S., & Tang, A. (2020). Lessons From Covid-19 and a Resilience Model for Higher Education. Industry and Higher Education, 35(1), 3–9. https://doi.org/10.1177/0950422220962696
• Neher, M., Petersson, L., Nygren, J., Svedberg, P., Larsson, I., & Nilsén, P. (2023). Innovation in Healthcare: Leadership Perceptions About the Innovation Characteristics of Artificial Intelligence—A Qualitative Interview Study With Healthcare Leaders in Sweden. Implementation Science Communications, 4(1). https://doi.org/10.1186/s43058-023-00458-8
• Ngafeeson, M. N. (2021). Northern Michigan University Online Campus: A Case of Digital Transformation in Higher Education. Journal of Information Technology Teaching Cases, 12(2), 230–243. https://doi.org/10.1177/20438869211056950
• Riwayadi, E., Umran, M. F., Murti, T. H., Monoarfa, M., Waisapi, J. Y., & Cahyono, B. T. (2024). Forging Paths: A Systematic Review on the Interplay of Government Policies, Technological Advancements, and Business Growth Through the Role of Economic Innovation. Ijmbi, 2(1), 29–40. https://doi.org/10.59890/ijmbi.v2i1.1453
• Robles, P., & Mallinson, D. J. (2023). Catching Up WithAI: Pushing Toward a Cohesive Governance Framework. Politics & Policy, 51(3), 355–372. https://doi.org/10.1111/polp.12529
• Sánchez-Prieto, J. C.. (2025). Generative artificial intelligence for self-learning in higher education. RIED. Revista Iberoamericana de Educación a Distancia, 28(1). https://doi.org/10.5944/ried.28.1.41548
• Singun, A. Jr. (2025). Unveiling the barriers to digital transformation in higher education institutions: A systematic literature review. Discover Education, 4(1), 37. https://doi.org/10.1007/s44217-025-00430-9
• Sousa, A. E.,. (2025). Use of Generative AI by Higher Education Students. Electronics, 14(7), 1258–1258. https://doi.org/10.3390/electronics14071258
• Tallberg, J., Lundgren, M., & Geith, J. (2023). AI Regulation in the European Union: Examining Non-State Actor Preferences. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4424114
• Zamir, S., Mehmood, M. S., Abbasi, B. N., Li, W., & Wang, Z. (2025). Examining the role of higher education learning, research excellence, and innovation capacity in driving AI-technological advancements in Nordic countries. Humanities and Social Sciences Communications, 12(1), 1325. https://doi.org/10.1057/s41599-025-05665-3
Recibido:
2025-12-30
Publicado:
2025-12-30
Cómo citar
Flores Sánchez, C. A. (2025). UNIVERSIDADES COMO SISTEMAS COMPLEJOS LOS DESAFÍOS Y OPORTUNIDADES DE LA TRANSFORMACIÓN DIGITAL MEDIADA POR INTELIGENCIA ARTIFICIAL GENERATIVA. Revista Iberoamericana De Complejidad Y Ciencias Económicas, 3(4), 57-70. https://doi.org/10.48168/ricce.v3n4p57
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Derechos de autor 2025 Revista Iberoamericana de Complejidad y Ciencias Económicas
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