Artificial intelligence and the metaverse: new ways of learning at the university

This paper explored the epistemological transformation generated by the incorporation of artificial intelligence (AI) and metaverses in higher education. It reflected on how these technologies have expanded teaching and learning processes through immersive, personalized, and emotionally meaningful experiences. It analyzed the role of AI in the design of adaptive environments, the cognitive-affective interaction between users and virtual agents, and the reconfiguration of knowledge in algorithm-mediated virtual spaces. Theoretical and practical contributions of Latin American, European, Asian, and North American authors were contrasted, highlighting the need to integrate principles of epistemic justice and cultural diversity in these environments. Emerging ethical challenges related to data privacy, algorithmic biases, and digital divides were also identified. It concluded that the pedagogical use of AI and metaverses can only be meaningful if it is based on critical ethics, active teacher participation, and a humanistic vision that places the student at the center of the educational process.