Integration of Artificial Intelligence in Cuban Higher Education: Technological Inequalities and Pedagogical Transformation

Abstract

This article aims to analyze the integration of artificial intelligence in Cuban higher education by examining how technological inequalities and the need for pedagogical transformation shape its incorporation into the teaching-learning process, while assessing the role of participatory methodologies. Methodologically, a theoretical-empirical study with a descriptive-analytical scope was conducted, based on documentary analysis, analytical-synthetic and inductive-deductive methods, and an exploratory questionnaire administered to nine Cuban university teachers. The findings show that AI integration is constrained by connectivity limitations, unequal access to tools, and the absence of systematic curricular and institutional guidelines. The results also indicate that participatory methodologies support more visible, reflective, and pedagogically meaningful uses of AI. It is concluded that AI integration requires technological, pedagogical, and curricular mediations capable of articulating innovation, context, and comprehensive education.