This study presents a comprehensive analysis of the evolution of artificial intelligence (AI) research in Latin America during the period 2013–2023. The main objective is to examine trends in scientific production, international collaborations, and perceptions of AI in the region, highlighting both achievements and persistent challenges. The methodology employed included a bibliometric analysis based on data from the Web of Science database, complemented with advanced natural language processing techniques such as SciBERT, a pre-trained model specialized in the scientific domain. Text preprocessing, identification of named entities, and collaborative network analysis allowed for a detailed assessment of scientific production in AI, with a particular focus on digital transformation and its impact on health, sustainability, and public policy. The results indicate a significant growth of scientific production on AI in Latin America, with Brazil and Mexico as leaders in citation volume and impact. However, there has been a decrease in the average impact per article in recent years, suggesting an increase in the number of publications that does not necessarily translate into higher quality or international visibility. Areas such as health and sustainability emerge as prominent fields, although challenges persist in terms of infrastructure, funding, and the need for solid regulatory frameworks that promote the ethical use of AI. In conclusion, although AI research in Latin America has shown remarkable progress, a balanced approach that prioritizes the quality and visibility of publications is essential, as well as the implementation of public policies that foster strong international collaboration. This study underscores the importance of strengthening scientific infrastructure and collaborative networks to maximize the impact of AI in the region, contributing significantly to the sustainable and equitable development of Latin America.

The intensive use of social media has transformed the processes of accessing, consuming, and circulating information, positioning adolescents as one of the groups most exposed to digital misinformation. Despite their high connectivity, numerous studies show limitations in their ability to critically evaluate the content they consume and share in digital environments. In this context, this article aims to analyze, through a systematic review of the scientific literature, the role of educational institutions in the media literacy of adolescents in the face of the impact of misinformation on social media. The research was conducted following the PRISMA 2020 guidelines, and the protocol was registered in PROSPERO. An exhaustive search was conducted in the Scopus, Web of Science, and PubMed databases, considering studies published between 2019 and 2025 in English and Spanish. Following the selection process, 46 studies were included in the qualitative synthesis and 18 in the meta-analysis. Methodological quality was assessed using the PEDro and AMSTAR 2 scales. The results show that educational interventions in media literacy generate significant improvements in adolescents’ ability to identify misinformation and reduce their intention to share misleading content, especially those based on skimming, source verification, and cognitive inoculation. It is concluded that media literacy, integrated in a cross-cutting and sustained manner into the school curriculum, is a key strategy for mitigating the impact of misinformation and strengthening critical thinking in adolescents.

Background: Social media addiction has become a major phenomenon in modern life, especially among young people. With the rise of platforms such as Facebook, Instagram, Twitter, and TikTok, communication and social interaction have been radically transformed. Furthermore, a possible link between social media addiction and aggression tendencies has been observed. Aim: This study aims to examine the relationship between social media addiction and aggression in young individuals. The research employed a descriptive-correlational design, suitable for exploring the characteristics of the variables without interfering with the natural processes of the data.Methodology: Statistical analyses, including exploratory and confirmatory factor analyses, were conducted to validate the proposed theoretical models. Data were also assessed for skewness, kurtosis, and multicollinearity between items. The sample comprised 772 participants from a public higher education institution, of whom 309 were male (40.03%) and 463 female (59.97%). A non-probabilistic purposive sampling method was used, which allowed for an in-depth examination of the phenomenon within a specific group. Two validated questionnaires were used for data collection: the Aggression Questionnaire (AQ) developed by Buss and Perry (1992) and a Social Media Addiction Questionnaire. Results: revealed a significant association between social media addiction and aggressive behaviours. As addiction levels increased, a corresponding increase in aggressive behaviours was observed, suggesting that dependence on these platforms may amplify aggression. Single Contribution: These findings shall provide insight into how social media addiction is interrelated with aggression and at the same time the emergence in relation to other indicators that could become stronger and more relevant clues in current aggressive tendencies, thereby allowing for further theoretical knowledge. Recommendations: Future studies could investigate the influence of demographic factors (e.g., age, gender, socio-economic background) on the relationship between addiction and aggression.

El marketing de influencers se ha consolidado como estrategia central de comunicación de marca dirigida a audiencias jóvenes, particularmente en Instagram y TikTok. Sin embargo, la evidencia empírica sobre su efecto real en la decisión de compra permanece dispersa y heterogénea en mecanismos psicológicos y calidad metodológica. Este estudio sintetiza y evalúa críticamente la evidencia empírica publicada entre 2019 y 2026 sobre la influencia de influencers de Instagram y TikTok en la decisión de compra de consumidores jóvenes (13-29 años). Se realizó una revisión sistemática siguiendo las directrices PRISMA 2020, con búsquedas en Scopus, SciELO y Redalyc (205 registros identificados). Tras cribado por título/resumen y evaluación de elegibilidad en texto completo, se incluyeron 22 estudios primarios, evaluados mediante el Mixed Methods Appraisal Tool (MMAT, 2018). La credibilidad percibida del influencer —particularmente su experiencia más que su atractivo físico— y la interacción parasocial con la audiencia emergen como los mecanismos psicológicos mejor documentados. No obstante, el 91% de los estudios utiliza muestreo no probabilístico, solo el 14% controla covariables demográficas, y se identificaron inconsistencias en el reporte estadístico en el 27% de los estudios incluidos. La heterogeneidad de constructos y métodos de estimación no permitió un metaanálisis. Existe convergencia teórica sobre los mecanismos que explican la influencia de los influencers en la decisión de compra de jóvenes, pero las limitaciones metodológicas generalizadas —incluyendo problemas de integridad en el reporte de resultados en una proporción no despreciable de estudios— aconsejan cautela interpretativa y señalan una agenda clara de mejora metodológica.

Esta revisión sistemática de la literatura (RSL), desarrollada bajo los lineamientos de la declaración PRISMA 2020, examina la evidencia empírica sobre los factores psicológicos y cognitivos (estrés laboral, carga cognitiva, sesgos cognitivos, burnout, bienestar psicológico y fatiga mental) como determinantes del desempeño operativo y la resiliencia en sistemas de producción y cadenas de suministro. Se realizó una búsqueda sistemática en tres bases de datos (Scopus, Redalyc y SciELO), identificando un total de N = 348 registros. Tras la eliminación de duplicados (n = 4), un tamizado riguroso por título y resumen, y la verificación en texto completo de los 73 informes preseleccionados (que permitió excluir 6 documentos conceptuales sin componente empírico), se incluyeron n = 67 estudios en la síntesis final. Los hallazgos se organizan en cinco ejes temáticos: (1) carga cognitiva en entornos tecnológicamente asistidos, (2) estrés laboral y burnout, (3) sesgos cognitivos en la toma de decisiones operativas, (4) bienestar psicológico en la manufactura centrada en el ser humano (Industria 5.0), y (5) fatiga y seguridad en operarios y conductores. La evidencia muestra una concentración marcada en la literatura global indexada en Scopus, contrastando con una representación mínima de estudios genuinamente iberoamericanos (3 de 67), lo que constituye en sí mismo un hallazgo relevante sobre la brecha regional en esta línea de investigación.

This study analyzes the integration of Artificial Intelligence (AI) tools in English as a Foreign Language (EFL) teaching within higher education contexts from 2020 to 2025. A systematic literature review was conducted following the PRISMA 2020 protocol. Data were retrieved from the Scopus database, resulting in the selection of 26 empirical studies that met strict inclusion criteria regarding currency, peer review, and pedagogical application. The synthesis reveals a predominance of Generative AI (e.g., ChatGPT) and Automated Writing Evaluation systems (e.g., Grammarly). Findings indicate significant improvements in linguistic competence, particularly in speaking fluency and writing accuracy, alongside positive affective outcomes such as reduced anxiety and increased engagement. However, a paradox of autonomy was identified, highlighting the risk of cognitive offloading where learners may over-rely on AI assistance. The study concludes that AI represents a fundamental shift in pedagogy rather than a mere technological trend. To ensure effectiveness, its implementation requires an approach that emphasizes active teacher mediation, focusing on AI literacy, critical thinking, and process-oriented assessment to foster genuine language acquisition.