This systematic literature review (SLR) delves into the realm of Artificial Intelligence (AI)-powered virtual influencers (VIs) in social media, examining trust factors, engagement strategies, VI efficacy compared to human influencers, ethical considerations, and future trends. Analyzing 60 academic articles from 2012 to 2024, drawn from reputable databases, the study applies specific inclusion and exclusion criteria. Both automated and manual searches ensure a comprehensive review. Findings reveal a surge in VI research post-2012, primarily in journals, with quantitative methods prevailing. Geographically, research focuses on Europe, Asia Pacific, and North America, indicating gaps in representation from other regions. Key themes highlight trust and engagement’s critical role in VI marketing, navigating the balance between consistency and authenticity. Challenges persist regarding artificiality and accountability, managed through brand alignment and transparent communication. VIs offers advantages, including control and cost efficiencies, yet grapple with authenticity issues, addressed through human-like features. Ethically, VI emergence demands stringent guidelines and industry cooperation to safeguard consumer well-being. Looking ahead, VIs promises transformative storytelling, necessitating vigilance in ethical considerations. This study advocates for continued scholarly inquiry and industry reflection to navigate VI marketing evolution responsibly, shaping the future influencer marketing landscape.

This is a review of empirical studies with the objective of analyzing the theoretical-practical discussions that have been raised internationally to deepen the understanding of the access of rural youth to higher education as an object of study. For this purpose, a narrative review was designed, considering scientific articles published in three different languages and concerning studies conducted in 21 different countries in all regions of the world. The results reveal three discussions: a) the strong interest that higher education has regained in the life expectations of rural young people and their families, especially as a means of social advancement; b) the inequalities that most affect the access of rural youth to higher education are the lack of academic offerings in rural areas and the discontinuities that occur around rural socio-cultural capital; c) since the inequalities experienced by rural youth are diverse, actions to promote greater democratization cannot be limited to implementing systems of grants and scholarships. It is concluded that the major project consists of creating a differentiated higher education model that, in terms of location, academic offerings, recognition of knowledge, and articulation with the environment, allows rural youth to experience their professional training not as an inevitable process of acculturation, but as a continuation of their socio-cultural capital and their territorial yearnings.