Description

This book analyzes the profound transformation currently taking place in higher education, marked by the emergence of artificial intelligence as a factor that is redefining the way we teach, learn, and manage knowledge. Rather than focusing solely on technology, it offers a critical reflection on the epistemological, pedagogical, and institutional changes that this phenomenon entails. It highlights the concept of augmented intelligence, understood as the expansion of human capabilities through intelligent systems, shifting the focus toward the development of critical thinking, creativity, and ethics. Likewise, it emphasizes the fundamental role of teacher training, not only in technical mastery but also in the responsible integration of these tools into educational processes. The text also addresses digital transformation as a strategic challenge that demands new forms of governance, as well as the reconfiguration of learning spaces toward more flexible hybrid models. Within this framework, neurodiversity is positioned as a central axis for promoting inclusive education that recognizes cognitive diversity. It also integrates topics such as academic mobility, educational quality, research, and the development of soft skills. The book brings together contributions from various higher education institutions in Ecuador and Mexico, enriching the perspective with diverse experiences and contexts. The work proposes building more human, equitable, and adaptive learning ecosystems, emphasizing that the future of education will depend on ethical and pedagogical decision-making.

Suggested citation (APA, seventh edition)

Rodríguez-Morales, A. (Comp.). (2026). Artificial intelligence and higher education: Towards neurodiverse learning ecosystems. Sophia Editions.