ARTIFICIAL INTELLIGENCE INTO THE TEACHING OF CULTURAL DIVERSITY. A SYSTEMATIC AND BIBLIOMETRIC COMPARATIVE ANALYSIS BETWEEN SCOPUS AND SCIENCEDIRECT
DOI:
https://doi.org/10.63330/sasciencesv6n2-107Keywords:
Artificial intelligence, Cultural diversity, Education, TeachingAbstract
This study aims to analyze the differences in scientific production on the incorporation of artificial intelligence (AI) in the teaching of cultural diversity, conducting a systematic and bibliometric comparative analysis between Scopus and ScienceDirect. The methodology was a systematic and bibliometric review of studies conducted between 2019 and 2025. Studies were classified according to selection criteria in accordance with the Prisma 2020 declaration and Vosviewes software. The results showed that ScienceDirect had the highest percentage of research articles (88.4%) and Scopus had the highest percentage of review articles (52.3%); ScienceDirect focused on the subject area of Social Sciences (39.8%) and Scopus on Computer Science (28.1%); the percentages of publications by subject area and year of publication reflected figures lower than 50% in both databases; ScienceDirect was the database with authors with the most publications and citations compared to Scopus; emerging themes were identified such as: AI in inclusive cultural education, AI bias in cultural heritage, cultural preservation through AI, and AI tools in cultural diversity. In Cluster 2, the keyword “artificial intelligence” had the highest occurrence. It was concluded that substantial differences were identified between the scientific production in Scopus and ScienceDirect, which allow us to understand how each database contributes to the development of scientific production according to its potential and limitations.
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