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This article presents a qualitative literature review on Latin American university students' perceptions of the role of artificial intelligence (AI) in supporting learning. The main objective is to understand how students value the use of AI tools in educational processes, especially in terms of their contribution to personalized learning, immediate feedback, and efficient management of academic tasks. To this end, a systematic search was conducted in the Redalyc, SciELO, Dialnet, ERIC, and Scopus databases, including twenty-five peer-reviewed articles published between 2019 and 2025 that addressed student perceptions of AI in higher education and presented empirical evidence. Theoretical or technical works not directly related to the student experience were excluded. The information was analyzed using an interpretive qualitative approach, grouping the findings into four categories: perceptions, benefits, challenges, and pedagogical contributions of AI. The results show that approximately 80% of the studies reviewed report a positive assessment of AI by students, who highlight its usefulness in personalizing learning, strengthening autonomy, and improving access to academic resources. However, limitations related to the digital divide, technological dependence, and the need for ethical training in its use were identified. In conclusion, when integrated critically and responsibly, AI is a pedagogical tool that contributes to the development of more equitable, flexible, and innovative higher education in Latin America.
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