Patricia Medina-ZutaPedro Sotomayor-SoloagaGastón BecerraMaría Estrella Alfonso AdamEna Ysabel Kitsutani BarrenecheaAnalía Verónica Losada2026-10-092026-10-092025-12-09Patricia Medina-Zuta; Pedro Sotomayor-Soloaga; Gastón Becerra; María Estrella Alfonso Adam; Ena Ysabel Kitsutani Barrenechea; Analía Verónica Losada (2025-12-09). Perspectivas Iberoamericanas sobre la regulación de inteligencia artificial en educación superior: Un análisis comparativo. Revista de Estudios y Experiencias en Educación, 24(56), 282-300. https://doi.org/10.21703/rexe.v24i56.31590718-5162https://hdl.handle.net/20.500.12740/24992Technoscientific advancement and the growing relevance of Artificial Intelligence (AI) in higher education have led to an urgent need for coherent and effective regulations, considering the differentiated levels of social, cultural, and economic development. This study aims to compare the regulatory frameworks regarding the integration of AI in higher education across Argentina, Brazil, Chile, Peru, and Spain, with the goal of identifying the gaps that need to be addressed in order to incorporate AI into educational practices in an ethical and responsible manner. A multimodal approach is adopted, combining comparative education methodology and content analysis to examine the interrelations and variations that distinguish these contexts from one another. The findings reveal that, while there are shared needs for the inclusion of ethical guidelines, there are also marked differences in the type, scope, and implementation of these regulations among the countries. Spain, as part of the European Union, demonstrates notable advances in contrast with the South American nations.http://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by/4.0Artificial Intelligence in EducationGlobal Educational Policies and ReformsEthics and Social Impacts of AIArticulohttps://doi.org/10.21703/rexe.v24i56.3159