Artificial intelligence and the digital divide in higher education: an international review with a focus on Colombia

Abstract

The rapid growth of artificial intelligence (AI) in education is occurring on a historically unequal playing field in terms of access, meaningful use of technologies, and development of digital skills. This article presents a narrative review of international and national public policies that regulate or guide the use of AI in education, with an emphasis on its potential impact on the digital divide and the learning outcomes of higher education students. Global frameworks such as the Beijing Consensus on AI and Education and UNESCO's recommendation on the ethics of AI, the OECD AI Principles, and the European Union's ethical guidelines are analyzed in dialogue with Colombia's National Roadmap for AI Development (CONPES 3975 and 4144, MinCiencias Roadmap) and specific guidelines from the education sector. The findings reveal a tension between the discourse of equity that permeates these instruments and policy designs, which, in practice, can exacerbate gaps in access, meaningful pedagogical use, and participation in AI governance. A review of recent empirical studies shows that, without robust investments in infrastructure, digital literacy, and differentiated support, the expansion of AI in higher education tends to reproduce socioeconomic and territorial inequalities. Implications for Latin America and Colombia are discussed, and recommendations are proposed for a more redistributive AI policy agenda focused on social justice.