This work examines the contemporary challenges of higher education in the face of the emergence of generative artificial intelligence, exploring how these technologies are transforming access to information, knowledge production, and the pedagogical, ethical, and humanistic foundations of the university. It proposes an approach that integrates technological innovation with solid pedagogy, formative assessment, and attention to the holistic well-being of both students and faculty. The book presents findings from studies conducted at universities in Ecuador and Mexico, showing how Latin American contexts, with shared structural challenges, are developing innovative, resilient, and socially committed responses. It explores the application of artificial intelligence in teaching, the semi-automated analysis of occupational profiles, and the ethical management of human talent, highlighting opportunities and challenges for academic and professional education. In addition, the volume addresses instructional design in virtual learning environments, the implementation of active learning methodologies, learning assessment, emotionally intelligent teaching, and neuroeducation, as well as curriculum internationalization and educational inclusion. Case studies on selective mutism, social return, and holistic well-being emphasize the need for personalized and holistic strategies in university education. The work argues that higher education must go beyond the mere transmission of knowledge, promoting students’ holistic development, creativity, critical thinking, autonomy, and social responsibility. This approach articulates technology, pedagogy, assessment, and well-being, offering practical guidance for faculty members, researchers, educational leaders, and public policy decision-makers seeking to transform higher education without losing sight of its human dimension.

This book is included in DOAB.