Percepción y experiencias docentes en el uso de la inteligencia artificial generativa en la educación superior: Teaching perceptions and experiences in the use of generative artificial intelligence in higher education

Percepción y experiencias docentes en el uso de la inteligencia artificial generativa en la educación superior

Abstract

This study analyzes the perception and experiences of 42 higher education teachers regarding the use of generative artificial intelligence (GAI), especially ChatGPT. The data was obtained from a public dataset. The quantitative results reveal a predominantly favorable perception towards GAI, highlighting its usefulness in improving the educational experience, optimizing material preparation, and facilitating content comprehension. Teachers value the time savings and adaptability of these tools. However, there is greater caution and diversity of opinions concerning the promotion of critical thinking and learning assessment, suggesting reservations about their application in complex pedagogical processes. In addition to the preference for ChatGPT, the active exploration of other complementary tools (such as Humata.ai, ChatPDF) is evident, indicating a proactive attitude towards technological innovation. The study emphasizes the need for specific training, institutional support, and clear ethical frameworks for effective and responsible GAI integration. This research contributes empirical evidence in the Latin American context, an area with a scarcity of studies on the teacher's voice in this field.