Inteligencia artificial y educación financiera en estudiantes universitarios: una revisión sistemática

Artificial intelligence and financial education among university students: a systematic review

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Contexto: La inteligencia artificial (IA) está transformando los procesos formativos de la educación superior y ofrece nuevas posibilidades para fortalecer el aprendizaje financiero de los estudiantes universitarios. Su incorporación puede facilitar la comprensión de conceptos y promover experiencias educativas más interactivas, aunque también plantea desafíos relacionados con la precisión de la información, las competencias digitales y el pensamiento crítico. Objetivo: Analizar la evidencia científica sobre la relación entre la inteligencia artificial y la educación financiera en estudiantes universitarios. Metodología: Se realizó una revisión sistemática siguiendo el método PRISMA. Se analizaron 26 estudios originales publicados entre 2022 y agosto de 2026, seleccionados mediante criterios de inclusión y exclusión previamente establecidos. Resultados: Los hallazgos evidenciaron un predominio de ChatGPT como herramienta de apoyo pedagógico. Asimismo, se observó que los diseños experimentales y cuasiexperimentales continúan siendo menos frecuentes que las investigaciones basadas en encuestas y evaluaciones de capacidades. La evidencia disponible muestra que la IA generativa puede contribuir a mejorar la comprensión de conceptos financieros y el rendimiento académico de los estudiantes. Sin embargo, persisten limitaciones relacionadas con la precisión de las respuestas generadas, el nivel de competencias digitales y la necesidad de fortalecer el pensamiento crítico para valorar la información proporcionada por estas herramientas. Conclusiones: El uso crítico, responsable y pedagógicamente orientado de la inteligencia artificial puede fortalecer la educación financiera universitaria. Su integración requiere acompañamiento docente, desarrollo de competencias digitales y estrategias que permitan contrastar la información generada, evitando una dependencia tecnológica que limite la autonomía y el razonamiento financiero.
Background: Artificial intelligence (AI) is transforming higher education processes and offering new opportunities to strengthen university students' financial learning. Its integration can facilitate the understanding of financial concepts and promote more interactive educational experiences, although it also poses challenges related to information accuracy, digital competencies, and critical thinking. Objective: To analyze the scientific evidence on the relationship between artificial intelligence and financial education among university students. Methodology: A systematic review was conducted following the PRISMA method. Twenty-six original studies published between 2022 and August 2026 were analyzed and selected according to previously established inclusion and exclusion criteria. Results: The findings revealed a predominance of ChatGPT as a pedagogical support tool. Experimental and quasi-experimental designs were also found to be less frequent than survey-based studies and assessments of students' competencies. The available evidence indicates that generative AI can contribute to improving students' understanding of financial concepts and academic performance. However, limitations persist regarding the accuracy of generated responses, the level of digital competencies, and the need to strengthen critical thinking to evaluate information provided by these tools. Conclusions: The critical, responsible, and pedagogically guided use of artificial intelligence can strengthen financial education in higher education. Its integration requires teacher support, the development of digital competencies, and strategies for verifying and cross-checking AI-generated information, thereby preventing technological dependence from limiting students' autonomy and financial reasoning.

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Alarcon Gutierrez, R. W., Alfaro Munares, K. R., Alarcon Mesares, Y., & Sivipaucar Romero, Y. V. (2026). Inteligencia artificial y educación financiera en estudiantes universitarios: una revisión sistemática. Impulso, Revista De Administración, 6(16), 1-19. https://doi.org/10.59659/impulso.v.6i16.381
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Vol. 6 Núm. 16 (2026): Volumen 6 | Número 16 | Octubre – Diciembre - 2026
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Artículos de Revisión
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Alarcon Gutierrez, R. W., Alfaro Munares, K. R., Alarcon Mesares, Y., & Sivipaucar Romero, Y. V. (2026). Inteligencia artificial y educación financiera en estudiantes universitarios: una revisión sistemática. Impulso, Revista De Administración, 6(16), 1-19. https://doi.org/10.59659/impulso.v.6i16.381

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