Generative AI is an emerging tool in higher education; however, its connection with transversal competencies, as well as their sustainable adoption, remains underexplored. The study aims to analyze the scientific and conceptual development of generative artificial intelligence in higher education to identify the most relevant transversal competencies, strategic processes for its sustainable implementation, and global trends in academic production. A systematic literature review (PRISMA) was conducted on the Web of Science, Scopus, and PubMed, analyzing 35 studies for narrative synthesis and 897 publications for bibliometric analysis. The transversal competencies identified were: Academic Integrity, Critical Thinking, Innovation, Ethics, Creativity, Communication, Collaboration, AI Literacy, Responsibility, Digital Literacy, AI Ethics, Autonomous Learning, Self-Regulation, Flexibility, and Leadership. The conceptual framework connotes the interdisciplinary nature and five key processes were identified to achieve the sustainable integration of Generative AI in higher education oriented to the development of transversal competencies: (1) critical and ethical appropriation, (2) institutional management of technological infrastructure, (3) faculty development, (4) curricular transformation, and (5) pedagogical innovation. On bibliometric behavior, scientific articles predominate, with few systematic reviews. China leads in publication volume, and social sciences are the most prominent area. It is concluded that generative artificial intelligence is key to the development of transversal competencies if it is adopted from a critical, ethical, and pedagogically intentional approach. Its implications and future projections in the field of higher education are discussed.

La investigación tuvo como objetivo determinar si los factores que definen la calidad de los informes periciales contables en materia laboral se relacionan con la administración de justicia de la Corte Superior de Justicia de Áncash 2019-2020. Es una correlacional con diseño no experimental, transversal. La muestra estuvo constituida por 321 abogados que trabajan en el distrito judicial de Áncash, con sede en la ciudad de Huaraz, a quienes se les aplicó una encuesta dirigida. Los datos fueron procesados mediante el programa estadístico SPSS versión 26 y la contrastación de la hipótesis se realizó mediante el estadígrafo Rho de Spearman, con un nivel de significación del 5%, a fin de contrastar estadísticamente la validez de los resultados. Se demuestra que los factores formativos, de capacitación y de experiencia profesional –que definen la calidad de los informes periciales en materia laboral– guardan estrecha relación (p<0.05) con la administración de justicia de la Corte Superior de Justicia de Áncash en el periodo 2019-2020.

The objective of the research was to examine the relationship between training and self-efficacy of the administrative staff of the Universidad Nacional Santiago Antúnez de Mayolo (UNASAM), Perú. It was a correlational study with a non-experimental and cross-sectional design, which included a sample of 159 randomly selected employees. Two questionnaires were used for data collection: one on job training, with an alpha reliability of 0.943, and another on self-efficacy, with an alpha reliability of 0.952. The data were analyzed using Spearman's rank correlation test with a significance level of 5% (p < 0.05). The results showed that the relationship between training and self-efficacy is moderate (0.575), likewise, the relationship of training directed domain with self-efficacy was found to be moderate with an inclination to be low (0.396), while the relationship between training cognitive domain learning and training self-regulation competency development with self-efficacy is moderate (0.524 and 0.526 respectively). In conclusion, training has a direct and significant relationship with administrative staff self-efficacy.