La inteligencia artificial generativa (IAG) está transformando la educación universitaria, especialmente en entornos virtuales donde el predominio de actividades asincrónicas exige que los estudiantes gestionen activamente su aprendizaje. Su integración plantea desafíos y oportunidades para los docentes, quienes desempeñan un papel fundamental en el desarrollo del pensamiento crítico y requieren habilidades tecnopedagógicas para garantizar un uso ético y reflexivo de estas herramientas. Este estudio exploratorio analiza la incorporación de la IAG en la educación a distancia desde cinco dimensiones: barreras que limitan el pensamiento crítico, aceleradores que pueden impulsarlo, alternativas tecnológicas, retos sociales y consecuencias de fomentarlo. Se empleó un enfoque cualitativo basado en entrevistas semiestructuradas con once expertos en educación superior, los resultados identifican tres barreras principales: la falta de formación docente en IAG y pensamiento crítico, la resistencia institucional y la ausencia de directrices claras. No obstante, la alfabetización digital, la innovación pedagógica y la adaptación de los sistemas de evaluación pueden mitigar estos obstáculos. Entre las alternativas tecnológicas, se propone el desarrollo de edu-chatbots en entornos controlados y la implementación de marcos para analizar sesgos algorítmicos. Sin embargo, persisten retos como garantizar un acceso equitativo y evitar una dependencia acrítica. Como contribución, se proponen cinco vectores de acción que orientan la integración de la IAG y el diseño de políticas pedagógicas. Su implementación requiere una estrategia coordinada entre instituciones, docentes y responsables académicos, de modo que la automatización generada por la IA no solo optimice los procesos educativos, sino que también actúe como catalizador del pensamiento crítico.

In recent years, academic interest in new developments in Artificial Intelligence (AI) and its ethical challenges in higher education has increased. The new emerging technologies that have become popular among the university community in recent times require an exhaustive study to evaluate their impact on academic integrity and plagiarism. The main stakeholders in higher education (SoTL, educational authorities, and policymakers) must understand the new trends and the most relevant studies to have action guides that preserve academic integrity standards in deploying AI in the university. This research analyzes scientific articles published in high-impact journals indexed in the Journal Citation Reports (JCR) (n=254) and carries out a bibliometric study using VOSviewer 1.6.18 and WordStat 2023.1. The Normalized Impact per Document (NID) and per Year (NIY) are studied, and four thematic groups and twelve main themes are identified and discussed, allowing the internal research structure of this field of study to be determined. Based on the findings, a roadmap for implementing AI in higher education is proposed, preserving ethical standards and based on three levels (Micro, Meso, Macro). This study offers practical implications for SoTL, academic authorities, and policymakers. Furthermore, the evidence found allows editors of high-impact journals to advise on unclosed gaps and new research trends and new research trends in the area.

This article analyzes the strategies designed after the Great Financial Crisis (GFC) by European think tanks specialized in economic policy and evaluates the main issues that served to boost their capacity for international influence between 2009 and 2018. It studies the 19 European think tanks in the economic policy category highlighted by the 2018 Global Go To Think Tank Index Report. 91,393 news items published on the think tanks evaluated during the decade after the GFC are analysed and a causal model is proposed to understand the thematic specialization strategies of think tanks in the media sphere. The model includes economic and media diffusion attributes and was tested using Fuzzy Set Qualitative Comparative Analysis (fsQCA). The results confirm that the main areas of specialization of economic policy think tanks include emerging issues related to the 2030 Agenda and the Sustainable Development Goals (SDGs). The stability of the Eurozone is a cross‐cutting issue that is integrated into the internal policy discourse. The solution to the proposed model reveals five strategies followed by European think tanks.

Purpose: Since the Great Financial Crisis (GFC), the shocks are getting deeper and deeper on the economy, sectors and companies. In these years, turnaround strategies have evolved and contribute to improving the agility and audacity of managers. This article studies the change in the research agenda and in the academic discourse as systemic disruptions become widespread and provides evidence on collaboration networks and publication opportunities.Design/methodology/approach: This research uses a comparative bibliometric analysis to understand the changes in the academic debate as of 2008. The core collection of Web of Science (WoS) is used and 198 articles on turnaround strategies published in journals indexed in Journal Citation Reports® (JCR) – Social Sciences Citation Index (SSCI) in areas like business, management, economics and finance during 1965–2022.Findings: This research reveals an important intertemporal evolution between periods, both in the collaborative networks of researchers and in the journals that dominate the impact discourse. In addition, it provides evidence of the change in academic discourse, through the evolution of the topics of interest after the GFC. The results suggest publication opportunities around gaps not yet closed by the academic literature.Practical implications: This article allows researchers to be guided in identifying gaps that have not yet been closed. In addition, this research has important managerial implications, since it guides and advises journal editors on new emerging issues.Originality/value: This document offers a global vision on the subject of study and an understanding of the development of the discourse of the academy.

The essential elements of the Spanish press’s discourse on nutrition guidelines during the Covid-19 health crisis are identified. To do this, the evolution of media representation is examined, with a semantic analysis of the news appearing in the national media in Spanish regarding nutrition and Covid-19. The analyzed period is from 31 January 2020 to 31 January 2021. The content search carried out using the Factiva database identified 117 records, which were analysed using T-LAB software. The results reveal that the press warned of hoaxes regarding nutrition during the study period. Four semantic groups are identified, informing about the most appropriate eating patterns according to the different circumstances during the pandemic. The results show that the press plays a role as an educator of Spanish society on nutrition-related topics. Resumen Se identifican los elementos esenciales sobre el discurso que la prensa española llevó a cabo sobre las pautas de nutrición durante la crisis sanitaria de la Covid-19. Se examina la evolución de la representación mediática y se efectúa un análisis semántico de las noticias aparecidas en los medios nacionales y en lengua española referidas a la nutrición y la Covid-19. El período analizado se inició el 31 de enero de 2020 y finalizó el 31 de enero de 2021. La búsqueda de contenidos se realizó mediante la base de datos Factiva. Se obtuvieron 117 registros que se analizaron mediante el software T-LAB. Los resultados revelan que la prensa alerta de los bulos sobre nutrición que se han producido durante el período analizado. Se identifican cuatro grupos semánticos orientados a informar sobre las pautas de alimentación más adecuadas según las diferentes circunstancias en la pandemia. Se constata que la prensa desempeña su papel como agente educador en la sociedad en materia de nutrición.