Valdivieso, TizzianaTizzianaValdiviesoGonzález, Oscar ArnulfoOscar ArnulfoGonzálezEnmanuel Araujo2026-10-082026-10-082025-11Valdivieso, T., González, O. A., & Araujo, E. (2026). Generative AI in Salvadoran higher education: Case studies in equity and ethics from the Global South. En AI-driven revolution (pp. 231–258). World Scientific. https://doi.org/10.1142/9781800616578_001197818006165619781800616578https://doi.org/10.1142/9781800616578_0011https://micelio.uca.edu.sv/handle/20.500.14513/410This chapter explores the transformative potential of generative AI (GenAI) tools within Salvadoran higher education, analyzing their impact on students, faculty, and administrators. Framed within the socioeconomic realities of the Global South, the study examines how GenAI can address existing inequalities while advancing pedagogical innovation and organizational efficiency. For students, the chapter identifies socioeconomic and digital literacy barriers that shape access and ethical usage, advocating for equitable policies and infrastructure investment. Faculty perspectives reveal the dual role of GenAI as a tool for personalized learning and innovative assessment, alongside concerns about academic integrity and inadequate institutional support. Insights from administrative policies emphasize the need for ethical governance structures to integrate GenAI into institutional frameworks responsibly. Finally, the chapter contextualizes Salvadoran experiences within global conversations on AI in education, offering lessons and strategies for adaptive, culturally responsive approaches. By synthesizing perspectives from diverse stakeholders, this chapter underscores the importance of aligning technological advancements with regional priorities, ensuring that GenAI serves as a democratizing force for inclusive and transformative education.PDFen© World Scientific Publishing Europe Ltd.Technology integrationDigital equityInstructional innovationPolicy formationEducational trends