Resumo

LEDEZMA TORRES, Diana Ramona. Relationship between artificial intelligence, personalized instruction, and autonomous learning in higher education, 2025. Rev. ciente. UCSA [online]. 2026, vol.13, n.1, pp.118-. ISSN 2409-8752.  https://doi.org/10.18004/ucsa/2409-8752/2026.013.01.118.

The use of artificial intelligence (AI) in higher education has become established as a strategic resource for strengthening autonomous learning and the personalization of educational processes. This study aimed to analyze the relationship between AI-mediated personalized instruction and the development of autonomous learning among students at the Faculty of Accounting, Administrative, and Economic Sciences of the Universidad Nacional de Pilar (UNP). A mixed-methods approach with a predominance of quantitative analysis was employed. Data were collected through surveys administered to students and faculty members, along with documentary analysis to ensure data triangulation. The results indicated that the incorporation of AI-based tools contributed to improving students’ planning, organization, and management of independent learning, as well as fostering the development of self-directed learning strategies and problem-solving skills. However, certain limitations were identified, particularly in terms of the pedagogical integration of AI, faculty training, and strategic guidance in the use of these tools, which constrain their full potential to strengthen academic autonomy. These findings suggest that artificial intelligence can act as an effective mediator in personalized instruction, provided that it is supported by faculty training, curriculum integration, and clearly defined institutional policies.

Palavras-chave : Autonomous learning; Higher education; Personalized teaching; Artificial intelligence.

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