AI for the improvement of blended learning in the redefinition of hybrid teaching: a systematic review
DOI:
https://doi.org/10.5281/zenodo.16424166Keywords:
blended learning, artificial intelligence, virtual environmentsAbstract
This study analyzes the impact of artificial intelligence (AI) as a transformative tool in hybrid teaching, with an emphasis on its application in educational contexts in Latin America. To this end, a systematic review was conducted using the PRISMA approach, considering open-access articles published between 2020 and 2025, in different languages, and available in the Scopus, SciELO, and Web of Science databases. A total of 434 articles were identified (175 from Scopus, 162 from SciELO, and 97 from Web of Science), of which 21 were selected that met the inclusion and thematic relevance criteria, considering the thesaurus descriptors: “blended learning” AND “artificial intelligence.” The results show that AI enhances the personalization of learning, improves feedback, and optimizes the management of virtual environments, generating significant advances in academic performance and student autonomy. It also allows teachers to optimize curriculum planning and manage their time more efficiently. The literature reviewed highlights the use of chatbots and virtual assistants as key resources for enriching educational experiences in the hybrid model. Furthermore, it is emphasized that the incorporation of AI favors the creation of more inclusive and adaptive learning environments, responding to the individual needs of students and promoting educational equity. It is concluded that artificial intelligence not only improves digital learning environments, but also serves as a strategic tool for consolidating the blended learning model as a priority in Latin American education systems.
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