AI-Based Digital Academic Monitors: Innovation for Enhancing Teaching in Higher Education

• Díaz-Guerra, Diego D. ^[2] ; Hernández-Lugo, Marena de la C. ^[2] ; Fernández Castillo, Evelyn ^[2] ; Sánchez López, Lianny ^[1]
  1. [1] Universidade Federal de Minas Gerais

     Universidade Federal de Minas Gerais

     Brasil

     
  2. [2] Universidad Central “Marta Abreu” de Las Villas, Facultad de Ciencias Sociales, Departamento de Psicología. Santa Clara, Villa Clara, Cuba.
• Localización: EthAIca: Journal of Ethics, AI and Critical Analysis, ISSN-e 3072-7952, Nº. 5, 2026 (Ejemplar dedicado a: EthAIca)
• Idioma: inglés
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• Resumen

  • Higher education faces challenges such as overcrowded classrooms and diverse learning styles, which have driven the development of digital academic monitors based on artificial intelligence (AI). These systems aim to personalize teaching, optimize instructors' time, and strengthen students' executive functions. The objective of this research was to analyze the impact of AI-based academic monitors in higher education, focusing on their ability to improve educational quality and develop cognitive skills. A systematic bibliometric analysis (2018–2023) was conducted using VOSviewer, evaluating 60 publications across three dimensions: learning personalization, teaching optimization, and executive function development. The study identified exponential growth in research since 2021, with prominent contributions in fields such as computer science and psychology. The monitors proved effective in adapting content (e.g., platforms like ALEKS), automating administrative tasks (e.g., Moodle chatbots), and enhancing metacognitive skills (self-regulation and planning). However, ethical and privacy challenges remain. AI monitors represent a transformative innovation, but their success depends on balancing technology with human oversight, ensuring inclusivity, and training educators in their strategic use.