## 5 Conclusions
As for future research, the need for empirical and longitudinal undertakings that rigorously measure the impact of various Generative AI solutions on transversal comptencies is highlighted, as well as studies that include sources of grey literature and local repositories to enrich the picture with less visible contextual experiences. It is also recommended that mixed and multidisciplinary approaches be adopted to understand not only the quantitative results but also the qualitative dynamics behind the integration of Generative AI, including student and teacher perceptions. Similarly, it is relevant to evaluate which governance models and professional development strategies are most effective according to variables such as organizational culture, available resources, and teacher profiles. The development of standardized evaluation frameworks will facilitate the systematic measurement of transversal competencies, favoring the incorporation of these indicators in accreditation and continuous curricular improvement processes. The systematic review demonstrates that the sustained development of transversal competencies--academic integrity, critical thinking, ethics, innovation, creativity, communication, responsibility, collaboration, autonomous learning, digital literacy, self-regulation, leadership, AI literacy, AI ethics, and flexibility--is achieved only when five strategic pillars converge: a critical and ethical appropriation of GenAI that safeguards academic integrity, stimulates critical thinking, and promotes ethical responsibility; institutional management of technological infrastructure that ensures equitable access and enhances both digital literacy and AI literacy; robust faculty development that empowers educators to integrate AI creatively and innovatively, thereby reinforcing their capacity for creativity, communication, and leadership; a GenAI-mediated curricular transformation that aligns content and pedagogical approaches to foster autonomy, self-regulation, and collaboration; and, finally, pedagogical innovation with GenAI that provides flexible, personalized learning environments, encouraging both experimentation and active, collaborative learning. Only by integrating these pillars can an educational ecosystem be established in which GenAI sustainably drives the comprehensive formation of professionals equipped to meet the challenges of the knowledge society. It is concluded that the sustainable integration of generative artificial intelligence (GenAI) in higher education requires an articulated institutional strategy that combines regulatory guidelines, pedagogical innovation, and faculty professional development. First, it is recommended that institutions incorporate transversal competencies such as critical thinking, creativity, ethics, communication, and self-regulation explicitly into curricula through activities that promote the critical use of GenAI tools. For example, assigning tasks where students use ChatGPT to co-construct texts that must then be analyzed, corrected, and argued from an ethical and reflective perspective allows them to simultaneously develop cognitive, metacognitive, and socioeconomic skills. It is also necessary to establish clear regulatory frameworks on the ethical and responsible use of these technologies, including protocols against fraudulent use and practical guidelines for their pedagogical integration. These frameworks should be constructed in a participatory manner and incorporated into academic regulations. At the same time, it is essential to implement continuous teacher training programs that address not only technical aspects of use but also their pedagogical, ethical, and evaluative dimensions. For example, practical workshops where teachers design and validate rubrics to evaluate tasks generated in part with GenAI support allow progress towards informed and critical adoption.