Experiences and meanings attributed by students and teachers to the use of artificial intelligence in educational processes
DOI:
https://doi.org/10.5281/zenodo.20598633Keywords:
artificial intelligence, higher education, intellectual autonomyAbstract
This study sought to understand the experiences of higher education faculty and students regarding the use of artificial intelligence (AI) in educational contexts. A qualitative approach with a phenomenological design was employed; data were collected through semi-structured interviews with ten participants selected by purposive sampling. The analysis revealed four main categories: academic support, transformation of practices, educational risks, and ethical use. The results indicate that AI can contribute to reducing certain gaps in the teaching-learning process; however, it also generates tensions related to technological dependence and a possible weakening of critical thinking. It is concluded that its integration into higher education in the region requires pedagogical and ethical criteria that guide reflective and responsible use.
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