Inteligencia artificial agéntica en educación superior: Una investigación sobre aplicaciones, protocolos y trazabilidad académica

Abou Ali, M., & Dornaika, F. (2025). Agentic AI: A comprehensive survey of architectures, applications, and future directions. Artificial Intelligence Review. https://doi.org/10.1007/s10462-025-11422-4

Arowosegbe, A. A., Alqahtani, J. S., & Oyelade, T. O. (2024). Perception of generative AI use in UK higher education. Frontiers in Education, 9, Article 1463208. https://doi.org/10.3389/feduc.2024.1463208

Baptista, J. P. (2025). Human-made news vs. AI-generated news: A comparison of university students’ perceptions. Humanities and Social Sciences Communications. https://www.nature.com/articles/s41599-025-04872-2

Bittle, K., & El-Gayar, O. (2025). Generative AI and academic integrity in higher education: A systematic review and research agenda. Information, 16(4), Article 296. https://doi.org/10.3390/info16040296

Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, Article 4. https://doi.org/10.1186/s41239-023-00436-z

Cano, J. R., et al. (2024). Unlocking innovation: How enjoyment drives GenAI use in innovation courses. Frontiers in Education, 9, Article 1483853. https://doi.org/10.3389/feduc.2024.1483853

Chan, C. K. Y., & Colloton, T. (2024). Generative AI in higher education: The ChatGPT effect. Routledge. https://doi.org/10.4324/9781003459026

Dify. (n.d.). Agent node. Dify Docs. Retrieved April 30, 2026, from https://docs.dify.ai/en/use-dify/nodes/agent

Dify. (n.d.). Dify Docs: Introduction. Retrieved April 30, 2026, from https://docs.dify.ai/en/use-dify/getting-started/introduction

Dong, Y. (2026). Generative AI technologies and educational outcomes: A comprehensive meta-analysis comparing traditional and AI-driven approaches. Humanities and Social Sciences Communications. https://www.nature.com/articles/s41599-026-06903-y

EDUCAUSE. (2025). 2025 EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE. https://library.educause.edu/resources/2025/5/2025- educause-horizon-report-teaching-and-learning-edition

Farinosi, M., et al. (2025). To adopt or to ban? Student perceptions and use of generative AI in higher education. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-025-05982-7

FlowiseAI. (n.d.). Agentflow V2. Flowise Docs. Retrieved April 30, 2026, from https://docs.flowiseai.com/using-flowise/agentflowv2

FlowiseAI. (n.d.). Flowise Docs: Introduction. Retrieved April 30, 2026, from https://docs.flowiseai.com/

FlowiseAI. (n.d.). Flowise GitHub repository. GitHub. Retrieved April 30, 2026, from https://github.com/FlowiseAI/Flowise

Gao, C., Lan, X., Li, N., Yuan, Y., Ding, J., Zhou, Z., Xu, F., & Li, Y. (2024). Large language models empowered agent-based modeling and simulation: A survey and perspectives. Humanities and Social Sciences Communications, 11, Article 1259. https://doi.org/10.1057/s41599-024-03611-3

Guo, T., Chen, X., Wang, Y., Chang, R., Pei, S., Chawla, N. V., Wiest, O., & Zhang, X. (2024). Large language model based multi-agents: A survey of progress and challenges. Proceedings of the Thirty-Third International Joint Conference on Artificial Intelligence. https://www.ijcai.org/proceedings/2024/890

Haroud, S., & Saqri, N. (2025). Generative AI in higher education: Teachers’ and students’ perspectives on support, replacement, and digital literacy. Education Sciences, 15(4), Article 396. https://doi.org/10.3390/educsci15040396

Higher Education Policy Institute, & Kortext. (2025). Student generative AI survey 2025. HEPI. https://www.hepi.ac.uk/2025/02/26/student-generative-ai-survey-2025/

Ilieva, G., Yankova, T., Ruseva, M., & Kabaivanov, S. (2025). A framework for generative AI-driven assessment in higher education. Information, 16(6), Article 472. https://doi.org/10.3390/info16060472

Jisc. (2025). Student perceptions of generative AI. Jisc. https://www.jisc.ac.uk/reports/student-perceptions-of-generative-ai

Juárez, R. (2025). Dynamic assessment with AI (Agentic RAG) and iterative feedback: A model for the digital transformation of higher education in the global EdTech ecosystem. Algorithms, 18(11), 712.

https://doi.org/10.3390/a18110712

Jukiewicz, M. (2025). How generative artificial intelligence transforms teaching and influences student wellbeing in future education. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1594572

Khlaif, Z. N., Alkouk, W. A., Salama, N., & Abu Eideh, B. (2025). Redesigning assessments for AI-enhanced learning: A framework for educators in the generative AI era. Education Sciences, 15(2), Article 174. https://doi.org/10.3390/educsci15020174

Langflow. (n.d.). Use Langflow agents. Langflow Docs. Retrieved April 30, 2026, from https://docs.langflow.org/agents

LangGenius. (n.d.). Dify GitHub repository. GitHub. Retrieved April 30, 2026, from https://github.com/langgenius/dify

Lee, D., Arnold, M., Srivastava, A., Plastow, K., Strelan, P., Ploeckl, F., Lekkas, D., & Palmer, E. (2024). The impact of generative AI on higher education learning and teaching: A study of educators’ perspectives. Computers and Education: Artificial Intelligence, 6, Article 100221. https://doi.org/10.1016/j.caeai.2024.100221

Lodge, J. M. (2024). The evolving risk to academic integrity posed by generative artificial intelligence. Tertiary Education Quality and Standards Agency. https://www.teqsa.gov.au/sites/default/files/2024-08/evolving-risk-to-academic- integrity-posed-by-generative-artificial-intelligence.pdf

Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693

National Institute of Standards and Technology. (2024). Artificial Intelligence Risk Management Framework: Generative Artificial Intelligence Profile (NIST AI 600-1). U.S. Department of Commerce. https://nvlpubs.nist.gov/nistpubs/ai/NIST.AI.600-1.pdf

OECD. (2023a). Emerging governance of generative AI in education. In OECD Digital Education Outlook 2023. OECD Publishing. https://www.oecd.org/en/publications/oecd-digital-education-outlook- 2023_c74f03de-en/full-report/emerging-governance-of-generative-ai-in- education_3cbd6269.html

OECD. (2023b). Recommendation of the Council on Artificial Intelligence. OECD Legal Instruments. https://legalinstruments.oecd.org/en/instruments/oecd-legal-0449

OECD. (2024). AI, data governance and privacy: Synergies and areas of international co-operation. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2024/06/ai-data- governance-and-privacy_2ac13a42/2476b1a4-en.pdf

Pérez-Pérez, I. (2026). Transparency mechanisms for generative AI use in higher education. Computers, 15(2), Article 111. https://doi.org/10.3390/computers15020111

Ranieri, M., Biagini, G., & Cuomo, S. (2025). AI literacy in higher education: A systematic approach to questionnaire development and validation. International Journal of Digital Literacy and Digital Competence, 16(1), 1–25. https://doi.org/10.4018/IJDLDC.388469

Sapkota, R., Roumeliotis, K. I., & Karkee, M. (2025). AI agents vs. agentic AI: A conceptual taxonomy, applications and challenges. Information Fusion. https://doi.org/10.1016/j.inffus.2025.103599

Smerdon, D. (2024). AI in essay-based assessment: Student adoption, usage, and performance. Computers and Education: Artificial Intelligence, 7, Article 100288. https://doi.org/10.1016/j.caeai.2024.100288

Sousa, A. E., & Cardoso, P. (2025). Use of generative AI by higher education students. Electronics, 14(7), Article 1258. https://doi.org/10.3390/electronics14071258

Taneja, S., Biswas, S. S., Alankar, B., & Kaur, H. (2025). Agentic RAG for personalized learning: Design of an AI-powered learning agent using open-source small language models. Electronic Journal of e-Learning, 23(4), 69–80.

Thüs, D., et al. (2024). Exploring generative AI in higher education: A RAG system to enhance student engagement with scientific literature. Frontiers in Psychology, 15, Article 1474892. https://doi.org/10.3389/fpsyg.2024.1474892

Toderas, M. (2025). Artificial intelligence for sustainability: A systematic review and critical analysis of AI applications, challenges, and future directions. Sustainability, 17(17), 8049.

https://doi.org/10.3390/su17178049

UNESCO. (2024a). AI competency framework for students. UNESCO. https://www.unesco.org/en/articles/ai-competency-framework-students

UNESCO. (2024b). AI competency framework for teachers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000391104

Yu, H., & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: Current status, issues, and prospects. Frontiers in Education, 8, Article 1183162. https://doi.org/10.3389/feduc.2023.1183162

Zhu, H. (2025). Ethical risks of generative AI in education: A systematic review on identifying and mitigating ethical risks. Humanities and Social Sciences Communications. https://www.nature.com/articles/s41599-025-05252-6