## 3 Results
In an interesting study with 51 professors at the University of Barcelona specialized in communication and philology, subjects were presented with a sample of texts extracted from an authentic academic paper that included versions written by the students themselves, together with results generated ad hoc by ChatGPT, and there was a tendency for the texts generated by ChatGPT to be rated more favorably than those written by the students themselves [35]. This study with 121 university students showed a significant impact of generative artificial intelligence tools on critical thinking and collaboration [54]. The same is true in a qualitative study with 15 students where collaboration with GPT-3.5 was shown to foster critical thinking and enable students to develop a distinctive writing voice [58], demonstrating the creative potential of these tools within the educational environment to promote collaboration as demonstrated in a study with 95 undergraduate and graduate students [43], finding reinforced by research with 27 teachers and 409 students, with favorable results of Generative Artificial Intelligence in peer-to-peer collaboration [38], international collaboration as this study with 31 teachers demonstrates [30], The potential of ChatGPT in 120 students on their collaborative learning, metacognitive awareness and autonomous learning was evidenced [59]. Meanwhile, in a study with 10 teachers, the findings indicate that teachers see ChatGPT as a valuable tool for streamlining time-consuming teaching tasks, such as generating content ideas, creating engaging activities, and providing resources [50]. A key aspect revealed is AI literacy [44; 60]. Studies provide empirical evidence on how better AI-literate college students use Generative AI more effectively [34], although the management of university policies regarding the ethical and appropriate use of generative AI remains a pending task [34], which in some studies is illustrated as practitioner discomfort with GenAI-assisted academic misconduct [31]. However, a study of 237 university teachers reveals that AI literacy is a key factor in teacher acceptance of GenAI [29]. This aligns with the results of other research with 234 students that showed that prior learning about AI has a large impact on Generative Artificial Intelligence literacy [51]. Another transversal competence revealed was responsibility, precisely a study with 1217 teachers from 76 countries found that the responsible use of generative AI toolsimproves learning processes [62]; however, another study discussing the introduction of ChatGPT to a group of undergraduate students, concludes that while the technology can offer assistance in completing the academic assessment, it does not replace higher thinking skills [47]. College students' intentions to adopt ChatGPT increase their academic performance. Personal morality and ethics cause them to feel a sense of responsibility for their actions that violate academic integrity [40]; thus, students' cognitive literacy in AI ethics and AI awareness literacy are crucial aspects. [60], This requires (1) support for autonomous learning, (2) digital and artificial tutoring, and (3) academic integrity training [42], harnessing the power of Generative Artificial Intelligence to promote self-regulated learning [39], flexibility [55], and educational leadership [60]. Thus, ethics in IA becomes one of the transversal competencies supported in several of the proposals [28; 40; 57; 60]. **Item 21** of the PRISMA guidelines, the risk of bias due to missing results, potentially stemming from publication bias, was assessed across the included studies. No significant concerns were identified, as the body of evidence appeared to be consistently reported and transparently documented. In line with **Item 22** of the PRISMA guidelines (certainty of evidence), the overall certainty in the body of evidence was rated as moderate to high based on criteria such as study design, consistency, directness, precision, and risk of bias.