Potencial de las herramientas de inteligencia artificial para la redacción científica: una revisión sistemática

Abstract

Introduction: The incorporation of artificial intelligence (AI)-based tools is transforming academic writing processes, creating new opportunities to enhance scientific writing while also raising challenges related to ethics, authorship, and academic integrity. Objective: To analyze the potential of artificial intelligence tools as support instruments for scientific writing in higher education. Methodology: A systematic literature review was conducted following the PRISMA method, considering studies published between 2023 and 2026. The search was performed in the Scopus, Web of Science, SciELO, Redalyc, and Dialnet databases. A total of 26 original studies that met the established eligibility criteria were selected. Results: The findings showed that ChatGPT is the most extensively investigated artificial intelligence tool in the field of scientific writing. The studies reported improvements in areas such as grammatical accuracy, textual organization, fluency, and academic vocabulary development. Quantitative survey-based designs predominated in assessing the perception and use of these technologies. Nevertheless, concerns were identified regarding technological dependence, reduced intellectual autonomy, and risks to academic integrity. Conclusions: Artificial intelligence has significant potential as a cognitive scaffold for strengthening scientific writing in higher education. However, its integration requires pedagogical mediation aimed at fostering critical thinking and digital literacy while preserving students' intellectual authorship.