Implicaciones éticas del uso de inteligencia artificial generativa en la formación universitaria, dilema entre la innovación tecnológica y la responsabilidad académica

Stefani Vanesa Vega-Reinel; Roque Mauricio Palacios-Zuñiga; Álvaro Xavier Pazmiño-Gaibor; Patricia Moraima Peña; Claudia Annabell García-Laje

Authors

Vega-Reinel Stefani Vanesa Universidad Estatal De Bolívar, Facultad de Ciencias Agropecuarias, Recursos Naturales y del Ambiente. Guaranda, Ecuador. https://orcid.org/0000-0002-2047-9763
Palacios-Zuñiga Roque Mauricio Universidad Estatal De Bolívar, Facultad de Ciencias Agropecuarias, Recursos Naturales y del Ambiente. Guaranda, Ecuador. https://orcid.org/0000-0001-8932-1676
Pazmiño-Gaibor Álvaro Xavier Universidad Estatal De Bolívar, Facultad de Ciencias Agropecuarias, Recursos Naturales y del Ambiente. Guaranda, Ecuador. https://orcid.org/0009-0008-7516-6458
Peña Patricia Moraima Universidad Estatal De Bolívar, Facultad de Ciencias de la Educación. Guaranda, Ecuador. https://orcid.org/0000-0001-8040-6593
García-Laje Claudia Annabell Investigadora Independiente. Echeandía, Ecuador. https://orcid.org/0009-0005-2011-5993

Keywords:

Artificial intelligence, higher education, ethical dilemmas, academic responsibility

Abstract

DOI: https://doi.org/10.46296/rc.v8i15.0361

This research addresses the ethical implications arising from the use of generative artificial intelligence (GAI) in university education, focusing on the State University of Bolívar, within the Faculty of Agricultural Sciences, Natural Resources, and Environment. The sample consisted of 40 students and 5 faculty members from the Veterinary Medicine, Agronomy, and Agroindustry programs. Through semi-structured interviews, focus groups, and documentary analysis, an intensive and growing use of GAI by students for academic activities was evidenced, contrasted with a low level of knowledge and preparation among faculty to supervise and guide the ethical use of these technologies. Furthermore, the lack of specific institutional policies regulating the responsible use of GAI was identified, generating normative gaps that hinder ethical management in the academic field. The findings highlight the urgent need to implement comprehensive strategies that include ethical and technological training for the university community, as well as the development of clear regulatory frameworks to promote a critical and responsible use of generative artificial intelligence. This study contributes to understanding the challenges and opportunities represented by the incorporation of GAI in higher education, emphasizing the importance of ensuring academic integrity and strengthening critical competencies in an increasingly digitalized environment.

Keywords: Artificial intelligence, higher education, ethical dilemmas, academic responsibility.

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