This work addresses the transformation of higher education in the context of technological innovation and, particularly, the impact of artificial intelligence on teaching, learning, and research processes. In a scenario characterized by accelerated change and the complexity of knowledge, the book offers a critical and reflective perspective on the role of the university as a space for the production, legitimation, and transformation of knowledge. Throughout its chapters, it explores pedagogical experiences, theoretical approaches, and methodological strategies that integrate artificial intelligence as a resource that enhances human capabilities beyond its instrumental function. From the review of scientific literature to the design of theoretical frameworks, the book highlights how these technologies enable the analysis of large volumes of information, the identification of patterns, and the generation of new ways of understanding knowledge. The book also examines the reconfiguration of the roles of teachers and students in AI-mediated environments, promoting models of knowledge co-creation and the development of critical digital competencies. It further analyzes the evolution of the traditional classroom into an expanded classroom, characterized by flexibility, openness, and adaptability to diverse contexts. A cross-cutting theme of the work is educational inclusion, understood as a fundamental principle to ensure access, participation, and learning for all students. In this regard, the book reflects on the potential of artificial intelligence to identify barriers and promote more equitable practices, without losing sight of the ethical and human dimensions of education. This book invites readers to rethink higher education from a critical, innovative perspective committed to building more just, inclusive societies oriented toward human development.

This book is included in DOAB.