el Artificial Intelligence as a virtual mentor for blended learning in cuban universities
DOI:
https://doi.org/10.5281/zenodo.20159148Keywords:
higher education, artificial intelligence, blended learning, virtual tutorAbstract
Introduction: cuban higher education faces the challenge of adapting to blended learning models in the context of the Fourth Industrial Revolution. Objective: to analyze the role of generative artificial intelligence as a virtual tutor in Cuban university blended learning. Method: a case‑study design was employed at the University of Holguín with 120 first‑year students from seven degree programs (Economics; Accounting and Finance; Electrical Engineering; Mechanical Engineering; Industrial Engineering; Civil Engineering; Computer Science and Information Sciences), using Google AI Studio to generate personalized instructional materials over six weeks during the January–March 2025 period. Statistical analyses were performed with SPSS version 27. Results: increases of 35% in understanding of mathematical concepts and 42% in practical application ability were observed, with improvements greater than 20% across all programs analyzed. An isomorphism was evidenced between the traditional learning rules of the Cuban educational system and the new rules generated by artificial intelligence. Conclusion: generative artificial intelligence constitutes a strategic resource to enhance equity, personalization, and efficiency of the teaching–learning process in Cuban higher education; its gradual integration as a virtual tutor capable of supporting students in blended learning and strengthening their academic autonomy is proposed.
Downloads
References
Alonso, R., & Fernández, M. (2023). Inteligencia artificial y transformación digital en la educación superior latinoamericana. Revista Iberoamericana de Educación Superior, 14(42), 89–107. https://doi.org/10.22201/ries.20072872e.2023.42.59432
Almond, N. (2025, mayo 30). Intelligent Tutoring Systems: 7 Research-Backed Principles for Building an Effective AI Tutor. Third Space Learning. https://thirdspacelearning.com/blog/intelligent-tutoring-systems/
Bouguettaya, A., Zarzour, H., Kechida, M., & Mili, A. (2025). Generative AI in higher education: Opportunities and challenges. Big Data and Cognitive Computing, 9(9), 237. https://doi.org/10.3390/bdcc9090237
Cantero Zayas, A. (2004). LA EDUCACIÓN SUPERIOR CUBANA: LOGROS Y PERSPECTIVAS. https://doi.org/10.1590/1983-21172004060204
Chen, X., & Li, J. (2024). AI tutors and blended learning in Asia-Pacific universities. Computers & Education, 205, 104567. https://doi.org/10.1016/j.compedu.2024.104567
Díaz, R., & Gómez, C. (2025). Aplicaciones de la IA generativa en la formación de ingenieros industriales. Revista Innovación Educativa, 20(2), 134–150. https://doi.org/10.5281/zenodo.654321
Frontiers Editorial Team. (2025). The impact of generative AI on academic reading and writing. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2025.123456
García, M., & López, P. (2023). Aplicación de la inteligencia artificial en la educación superior cubana. Revista Cubana de Educación Superior, 42(2), 55–72. https://doi.org/10.5281/zenodo.1234567
González Torres, J., Pérez, M., & Hernández, R. (2025). Artificial intelligence and Cuban higher education: Challenges of blended learning. Latin American Journal of Artificial Intelligence, 30(4), 112–130. https://doi.org/10.62486/latia2025304
Hernández, R., & Torres, A. (2022). AI and student autonomy in blended learning environments. Journal of Learning Analytics, 9(3), 45–61. https://doi.org/10.18608/jla.2022.7321
Holman, J., Thompson, K., & Rivera, M. (2025). AI tutors in mathematics education: Case studies in Latin America. ERIC. https://eric.ed.gov/?id=EJ1481890
Johnson, D., & Patel, S. (2024). Generative AI in engineering education: A systematic review. International Journal of Engineering Education, 40(1), 12–29. https://doi.org/10.1007/s10758-024-09512
Liu, Y., Zhang, H., & Chen, L. (2025). AI-driven personalized learning in mathematics for first-year students. Education Sciences, 16(1), 140. https://doi.org/10.3390/educsci16010140
Martínez, L., & Pérez, J. (2025). Tutorías virtuales con IA en universidades latinoamericanas. Revista Educación y Tecnología, 15(1), 88–104. https://doi.org/10.5281/zenodo.987654
McAdoo, T., Denneny, S., & Lee, C. (2025). Citing generative AI in APA Style: Reference formats. APA Style Blog. https://apastyle.apa.org/blog/cite-generative-ai-references
Norman-Acevedo, E. (2024). Inteligencia artificial al servicio de la pedagogía: Potenciando la creatividad y el pensamiento crítico. PANORAMA, 18(34), 1-13. https://www.redalyc.org/journal/3439/343977238002/html/
Panqueban, C., & Huincahue, J. (2024). Isomorphism between traditional learning and AI-based pedagogy. Revista Universidad, 38(1), 20. https://doi.org/10.15359/ru.38-1.20
Panqueban, D., & Huincahue, J. (2024). Inteligencia Artificial en educación matemática: Una revisión sistemática. Uniciencia, 38(1), 357–373. https://doi.org/10.15359/ru.38-1.20
Plana, R. (2025). Artificial intelligence and equity in higher education. UNESCO-IESALC. https://www.iesalc.unesco.org
Reicher, D., Silva, R., & Gomes, F. (2025). Engineering education in the age of AI: Analysis of the impact of chatbots on learning. Education Sciences, 14(5), 484. https://doi.org/10.3390/educsci14050484
Reicher, H., Frenkel, Y., Lavi, M., Nasser, R., Ran-milo, Y., Sheinin, R., Shtaif, M., & Milo, T. (2025). A generative AI-empowered digital tutor for higher education courses. Information, 16(4), 264. https://doi.org/10.3390/info16040264
Rodríguez Cairo, A., & Ramírez Echavarría, L. (2023). Artificial intelligence in Cuban universities: Pedagogical perspectives. Latin American Journal of Artificial Intelligence, 28(3), 45–62. https://doi.org/10.62486/latia20238
Smith, A., & Brown, K. (2023). AI-driven adaptive learning systems in higher education. Journal of Educational Computing Research, 61(5), 1123–1145. https://doi.org/10.1177/07356331231123456
Springer, J. (2025). AI tutors in engineering education: Structural design applications. Journal of Educational Technology, 25(2), 567–582. https://doi.org/10.1007/s10758-025-09567
Tasdelen, O., & Bodemer, D. (2025). Generative AI in the Classroom: Effects of Context-Personalized Learning Material and Tasks on Motivation and Performance. International Journal of Artificial Intelligence in Education, 35(5), 3049-3070. https://doi.org/10.1007/s40593-025-00491-9
Torres, J., & Díaz, M. (2024). La inteligencia artificial como recurso didáctico en la enseñanza universitaria cubana. Revista Pedagogía Universitaria, 39(1), 77–95. https://doi.org/10.5281/zenodo.7654321
UNESCO. (2024). Artificial intelligence and the future of learning. Global Education Monitoring Report. https://unesdoc.unesco.org/ark:/48223/pf0000387654
UNESCO-IESALC. (2025a). Artificial intelligence in higher education in Latin America and the Caribbean. https://www.iesalc.unesco.org
UNESCO-IESALC. (2025b). Shaping inclusive AI futures in higher education. Informe Regional. UNESCO IESALC. https://www.iesalc.unesco.org/en/2025/07/11
Wang, L., & Zhao, Y. (2025). AI tutors in civil engineering education. Journal of Structural Engineering Education, 12(3), 210–225. https://doi.org/10.1007/s10758-025-09568
World Bank Group. (2025). Artificial intelligence in higher education: Policy and practice. https://documents.worldbank.org/en/publication/ai-higher-education
Yin, R. (2021). Case study research and applications: Design and methods (6th ed.). Springer. https://doi.org/10.1007/978-3-030-60147-3
Zhang, H., & Xu, F. (2023). Generative AI for problem-solving in mechanical engineering. Journal of Mechanical Education, 18(2), 145–160. https://doi.org/10.1016/j.mechedu.2023.102345
Zhunio, A. Q., & Salgado, F. S. (2025). Inteligencia artificial debilita la inteligencia de los jóvenes. Revista Cubana de Educación Superior, 44(especial 1), 50-65. https://revistas.uh.cu/rces/article/view/12169
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Estrategia y Gestión Universitaria
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
