Institutional Guidelines on AI in Latin American Higher Education: A Comparative Analysis

Jenny Marcela Sánchez-Torres; Lorena Chaparro-Díaz; Sonia Patricia Carreño-Moreno; Yuly Edith Sánchez-Mendoza; Liz Karen Herrera-Quintero

doi:10.5294/edu.2026.29.2.1

Authors

Jenny Marcela Sánchez-Torres Author Universidad Nacional de Colombia https://orcid.org/0000-0001-5284-836X
Lorena Chaparro-Díaz Author Universidad Nacional de Colombia https://orcid.org/0000-0001-8241-8694
Sonia Patricia Carreño-Moreno Author Universidad Nacional de Colombia https://orcid.org/0000-0002-4386-6053
Yuly Edith Sánchez-Mendoza Author Universidad Nacional de Colombia https://orcid.org/0009-0001-0030-6822
Liz Karen Herrera-Quintero Author Universidad Nacional de Colombia https://orcid.org/0000-0003-2002-4336

DOI:

https://doi.org/10.5294/edu.2026.29.2.1

Keywords:

artificial intelligence, educational policy, guides, higher education, Latin America

Abstract

The emergence of generative artificial intelligence (AI) has significantly transformed education, compelling higher education institutions (HEIs) to develop ethical, pedagogical, and regulatory guidelines for its use. This study aimed to identify similarities and differences in institutional guidelines on AI use in teaching and research within Latin American HEIs. A comparative analysis was conducted of 22 institutional guidelines from nearly 85 HEIs across six Latin American countries. The review scrutinised issuance dates, target audiences, intended purposes, thematic areas, evaluation strategies, academic integrity strategies, norms, and recommendations for AI integration into core institutional functions, following a systematic search and analysis. The guidelines emphasised ethical principles and academic integrity, as well as adjustments to assessment strategies. Operational and methodological recommendations were scarce. Research-related guidelines emphasised transparency, authorship, and data protection. There were no guidelines for the third mission. Comparative analysis with international studies revealed thematic convergence but highlighted gaps in Latin American systematisation, institutional policy, and curricular integration. The study confirmed progress in recognising AI-related challenges yet underscores the need for structured frameworks to support responsible pedagogical adoption. Findings offered actionable insights for institutional policy and best practices, enriching global debates on AI governance from underrepresented Latin American contexts.

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