Artificial Intelligence (AI) is a disruptive technology with potential applications in various fields, including higher education. Some Generative Artificial Intelligence (GAI) models, such as ChatGPT, focus on content creation and have proven capable of generating diverse and contextually relevant content, challenging traditional forms of teaching and learning.

In the educational field, AI presents opportunities for the personalization of learning, the generation of teaching resources, the improvement in the efficiency of academic management processes, and simulation and training, to name a few. Although these technologies present unique opportunities to enhance education and work; it also poses significant challenges in governance and adoption policies for educational institutions.

At the classroom level, rapid penetration is observed with the opening of GPT chat and other IAG tools to the public at the end of 2022. It is estimated that many students use this technology, but there is no conclusive data because this employment goes mainly unreported. In turn, universities worldwide have begun to gradually adopt AI to improve the quality and effectiveness of teaching.

A documentary investigation has been proposed to analyze the adoption policies of Educational Artificial Intelligence (IAED) issued by higher education institutions, based on its dimensions and elements. It includes scientific articles and gray literature published from December 2022 to October 2024, published in Spanish or English. International references were reviewed, emphasizing the Latin American spectrum.

At present, there is little research related to institutional adoption policies. Internationally, experiences regarding its use in the classroom have begun to be documented to observe its effectiveness in teaching and learning. Likewise, studies are generated on the perception of academic leaders, teachers, and students. More extensive studies were carried out in the United States, Europe, and Asia, providing valuable knowledge about the challenges and benefits associated with AI integration in academic environments. Among them, a small number of works related to the issuance of policies can be identified.

There is significant variability in the response that educational institutions have provided depending on the region. Below are some of the key areas addressed by the emerging university regulations on IAED:
- Ethics and transparency. The regulations seek to guarantee that AI-based systems are ethical and transparent in their decision-making processes. This involves reporting IAG's intervention in the creation of educational content, as well as considering biases and possible algorithmic discrimination.
- Privacy and data protection. Concerns arise over student data collection and processing, so the emphasis is on how data generated by the IAG is collected, stored, and used, ensuring compliance with data protection laws and privacy.
- Accessibility and equity. The regulations seek to encourage the implementation of AI in ways that benefit all students, without excluding specific groups, and ensure that it is applied in a way that avoids creating access and equity gaps.

This work has allowed us to observe the general positions of adoption of IAED by higher education institutions and contribute to building a route for those who begin to develop their own contextualized strategies. It is also a reference for future research that observes the phenomenon's evolution.

Keywords: Artificial Intelligence in Education, Policies, Technology adoption.