Aplicación de la Inteligencia Artificial y las Tecnologías de la Información y Comunicación (TIC) para el fortalecimiento de competencias digitales en estudiantes de carreras agropecuarias: Una revisión sistemática exhaustiva (2020–2026)
DOI:
https://doi.org/10.47230/ra.v9i1.151Keywords:
Artificial Intelligence, ICTs, Digital Competencies, Agricultural Education, Higher EducationAbstract
This study analyzes the scientific evidence accumulated between 2020 and 2026 regarding the application of Artificial Intelligence (AI) and Information and Communication Technologies (ICTs) specifically aimed at strengthening and evaluating complex digital competencies in students enrolled in higher education programs in agriculture. A systematic literature review was conducted, rigorously based on the methodological guidelines and standards of the PRISMA 2020 international declaration. Advanced search equations using Boolean operators were executed in thirteen high-impact, indexed databases: Scopus, Web of Science, ERIC, IEEE Xplore, ACM Digital Library, ScienceDirect, SpringerLink, Google Scholar, Dialnet, Redalyc, SciELO, ProQuest, and arXiv. The document selection window encompassed publications in Spanish and English published between January 2020 and June 2026. The initial search strategy identified a total of 842 raw records, which, after applying duplicate filters and technical-pedagogical suitability criteria, resulted in a final critical sample of 28 scientific studies analyzed in depth. The most widely adopted technological architectures reported in the literature correspond to Generative AI and massive language models (LLMs), sensor systems integrated under agricultural Internet of Things (IoT) architectures, predictive crop simulation platforms (e.g., DSSAT, APSIM), and advanced geospatial software (Cloud GIS). The digital skills dimensions most impacted were information literacy and the management of agricultural big data, decision-making based on predictive analytics, and the methodological resolution of complex phytosanitary and livestock problems within the framework of Agriculture 4.0. The systematic convergence of Artificial Intelligence and ICTs within the agricultural university ecosystem acts as a catalyst for modern employability, measurably mitigating the existing asymmetries between traditional academic skills and the technological profiles of automation demanded by the labor market. However, the need to formalize institutional ethical regulatory frameworks and robust teacher training programs is emphasized to mitigate the risks associated with cognitive blackout and geographic bias.
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