Teachers, Students, and Thinking Machines: Rethinking the Role of Artificial Intelligence in Higher Education
Abstract
Artificial intelligence (AI) has rapidly emerged as a disruptive force in higher education, transforming how knowledge is produced, disseminated, and validated within academic communities. In Latin America, however, this transformation unfolds within persistent structural inequalities, where digital modernization progresses unevenly and intersects with socio-economic, institutional, and technological disparities.
This study examines the perception and use of AI at Universidad del Valle–Pacífico Campus (Colombia), serving as a representative case of emerging educational innovation in a context shaped by regional constraints. Adopting a mixed-methods approach, the research combines: (i) online surveys administered to faculty members (N = 64) and students (N = 416), analyzed using descriptive and inferential statistics (Pearson’s χ², p < 0.05); and (ii) a focus group with ten instructors, analyzed through text mining and semantic network techniques.
The findings reveal widespread adoption of AI tools—particularly ChatGPT—among students (98%) and faculty (74%), primarily for information retrieval, content generation, and pedagogical support. High levels of perceived usefulness (80–90%) and motivation (75–87%) were reported, with affective responses such as curiosity and amazement playing a significant role in engagement. Despite these positive perceptions, concerns remain regarding response accuracy, plagiarism, and technological dependency, further exacerbated by limited formal training in AI (59–70%).
Inferential analysis demonstrates statistically significant associations between sociodemographic variables, ethical orientations, and usage patterns, indicating heterogeneous adoption across the academic community. Qualitative findings further suggest that AI is perceived as a transformative agent capable of reshaping educational roles, pedagogical practices, and ethical frameworks.
Overall, the study highlights the urgent need for Latin American universities to reconsider pedagogical models, update governance and ethical guidelines, and implement inclusive strategies that promote equitable access, protect academic integrity, and strengthen institutional resilience in the context of AI integration.
Keywords: Artificial Intelligence; Higher Education; Digital Transformation; Educational Innovation; Academic Integrity; Ethics in AI; Technology Adoption; Latin America.
Full Text:
PDFReferences
Brandao, P. R. (2025). The Impact of Artificial Intelligence on Modern Society. AI, 6(8), 190. https://doi.org/10.3390/ai6080190
Mohammadi, M., Tajik, E., Martinez-Maldonado, R., Sadiq, S., Tomaszewski, W., & Khosravi, H. (2025). Artificial intelligence in multimodal learning analytics: A systematic literature review. Computers and Education: Artificial Intelligence, 8, 100426. https://doi.org/10.1016/j.caeai.2025.100426
Xu, Y., Liu, X., Cao, X., Huang, C., Liu, E., Qian, S., Liu, X., Wu, Y., Dong, F., Qiu, C.-W., Qiu, J., Hua, K., Su, W., Wu, J., Xu, H., Han, Y., Fu, C., Yin, Z., Liu, M., … Zhang, J. (2021). Artificial intelligence: A powerful paradigm for scientific research. The Innovation, 2(4), 100179. https://doi.org/10.1016/j.xinn.2021.100179
Cui, H., & Yasseri, T. (2024). AI-enhanced collective intelligence. Patterns, 5(11), 101074. https://doi.org/10.1016/j.patter.2024.101074
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024). Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 252, 124167. https://doi.org/10.1016/j.eswa.2024.124167
Jie, A. L. X., & Kamrozzaman, N. A. (2024). The Challenges of Higher Education Students Face in Using Artificial Intelligence (AI) against Their Learning Experiences. Open Journal of Social Sciences, 12(10), 362–387. https://doi.org/10.4236/jss.2024.1210025
Ajani, O. A., Gamede, B., & Matiyenga, T. C. (2024). Leveraging artificial intelligence to enhance teaching and learning in higher education: Promoting quality education and critical engagement. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/JPSP.202528400
Tan, X., Cheng, G., & Ling, M. H. (2025). Artificial intelligence in teaching and teacher professional development: A systematic review. Computers and Education: Artificial Intelligence, 8, 100355. https://doi.org/10.1016/j.caeai.2024.100355
Alanazi, M., Soh, B., Samra, H., & Li, A. (2025). The Influence of Artificial Intelligence Tools on Learning Outcomes in Computer Programming: A Systematic Review and Meta-Analysis. Computers, 14(5), 185. https://doi.org/10.3390/computers14050185
Ma’amor, H., Achim, N., Ahmad, N. L., Roszaman, N. S., Kamarul Anuar, N. N., Khairul Azwa, N. C. A., Abd Rahman, S. N., & Aqilah Hamjah, N. A. (2024). The Effect of Artificial Intelligence (AI) on Students’ Learning. Information Management and Business Review, 16(3S(I)a), 856–867. https://doi.org/10.22610/imbr.v16i3S(I)a.4178
Rodway, P., & Schepman, A. (2023). The impact of adopting AI educational technologies on projected course satisfaction in university students. Computers and Education: Artificial Intelligence, 5, 100150. https://doi.org/10.1016/j.caeai.2023.100150
Vieriu, A. M., & Petrea, G. (2025). The Impact of Artificial Intelligence (AI) on Students’ Academic Development. Education Sciences, 15(3), 343. https://doi.org/10.3390/educsci15030343
Murikah, W., Nthenge, J. K., & Musyoka, F. M. (2024). Bias and ethics of AI systems applied in auditing - A systematic review. Scientific African, 25, e02281. https://doi.org/10.1016/j.sciaf.2024.e02281
Ferrara, E. (2023). Fairness and Bias in Artificial Intelligence: A Brief Survey of Sources, Impacts, and Mitigation Strategies. Sci, 6(1), 3. https://doi.org/10.3390/sci6010003
Doğan, M., Celik, A., & Arslan, H. (2025). AI In Higher Education: Risks and Opportunities From the Academician Perspective. European Journal of Education, 60(1). https://doi.org/10.1111/ejed.12863
Fu, Y., & Weng, Z. (2024). Navigating the ethical terrain of AI in education: A systematic review on framing responsible human-centered AI practices. Computers and Education: Artificial Intelligence, 7, 100306. https://doi.org/10.1016/j.caeai.2024.100306
Chacón-Rivadeneira, K., Morales-Maure, L., García-Marimón, O., Sáez-Delgado, F., González, J. G., & Ponce, B. A. (2024). Artificial Intelligence Adoption in Latin American Mathematics Education: Challenges and Opportunities. Journal of Posthumanism, 4(3). https://doi.org/10.63332/joph.v4i3.3195
Flores, W., & Chiappe, A. (2025). Integrating AI into Education: Preparation Factors and Teachers’ Digital Competencies. Revista Colombiana de Educación, 97, e20825. https://doi.org/10.17227/rce.num97-20825
Barbosa Sarabia, J. C., Suarez Quiñones, Á. E., & Rodríguez Castilla, M. M. (2025). Transforming Learning in Public Accounting: An Analysis from the ICT Competency Pentagon. Revista Científica Profundidad Construyendo Futuro, 22(22), 253–269. https://doi.org/10.22463/24221783.5167
Caballero Barragan, C. D. (2025). Artificial Intelligence as a Pedagogical Mediator in Latin American Contexts: Challenges and Opportunities. Voces y Silencios. Revista Latinoamericana de Educación, 16(2), 90–107. https://doi.org/10.18175/VyS16.2.2025.5
Vanegas Giraldo, J. J. (2025). Impact of Artificial Intelligence on the Educational Gap in Colombia. Revista Interamericana de Investigación Educación y Pedagogía RIIEP, 18(2), 11–30. https://doi.org/10.15332/25005421.10376
Hammerschmidt, T., Hafner, A., Stolz, K., Passlack, N., Posegga, O., & Gerholz, K.-H. (2025). A Review of How Different Views on Ethics Shape Perceptions of Morality and Responsibility within AI Transformation. Information Systems Frontiers. https://doi.org/10.1007/s10796-025-10596-0
Santana Giler, M. K., Meza Moreno, M. N., Elizondo Saltos, A. H., & Chang Rizo, F. S. (2025). The Implementation of Artificial Intelligence in Higher Education: Benefits and Limitations. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 5(6). https://doi.org/10.56712/latam.v5i6.3249
McDonald, N., Johri, A., Ali, A., & Collier, A. H. (2025). Generative artificial intelligence in higher education: Evidence from an analysis of institutional policies and guidelines. Computers in Human Behavior: Artificial Humans, 3, 100121. https://doi.org/10.1016/j.chbah.2025.100121
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8
Billy, I., & Anush, H. (2023). A study of the perception of students and instructors on the usage of Artificial Intelligence in education. International Journal of Higher Education Management, 09(02). https://doi.org/10.24052/IJHEM/V09N02/ART-6
Gierus, B., Du, T., Maduforo, A. N., Gilbert, B., & Koh, K. (2025). Prevalence and Quality of Mixed Methods Research in Educational Subdisciplines: A Systematic Review. Sage Open, 15(2). https://doi.org/10.1177/21582440251335171
Moon, M. D. (2019). Triangulation: A Method to Increase Validity, Reliability, and Legitimation in Clinical Research. Journal of Emergency Nursing, 45(1), 103–105. https://doi.org/10.1016/j.jen.2018.11.004
Al-Zahrani, A. M., & Alasmari, T. M. (2024). Exploring the impact of artificial intelligence on higher education: The dynamics of ethical, social, and educational implications. Humanities and Social Sciences Communications, 11(1), 912. https://doi.org/10.1057/s41599-024-03432-4
Andrade Girón, D., et al. (2024). Generative artificial intelligence in higher education learning: A review based on academic databases. Iberoamerican Journal of Science Measurement and Communication, 4(1), 1–16. https://doi.org/10.47909/ijsmc.101
Bond, M., et al. (2024). A meta-systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21(1), 4. https://doi.org/10.1186/s41239-023-00436-z
Chao Rebolledo, C., & Rivera Navarro, M. Á. (2024). Uses and perceptions of artificial intelligence tools in higher education in Mexico. Revista Iberoamericana de Educación, 95(1), 57–72. https://doi.org/10.35362/rie9516259
Imran, M., Almusharraf, N., Abdellatif, M. S., & Abbasova, M. Y. (2024). Artificial intelligence in higher education: Enhancing learning systems and transforming educational paradigms. International Journal of Interactive Mobile Technologies (iJIM), 18(18), 34–48. https://doi.org/10.3991/ijim.v18i18.49143
Refbacks
- There are currently no refbacks.
