Percepción docente sobre el uso de la inteligencia artificial en la educación superior

César Andrés     Valenzuela-Velasco

doi:10.47606/ACVEN/PH0503

Authors

César Andrés Valenzuela-Velasco Instituto Superior Tecnológico de Formación Profesional, Administrativa y Comercial (UF)- Ecuador https://orcid.org/0000-0001-8568-4090

DOI:

https://doi.org/10.47606/ACVEN/PH0503

Keywords:

artificial intelligence, higher education, faculty, educational innovation, digital competencies

Abstract

The incorporation of Artificial Intelligence (AI) into higher education has created opportunities to strengthen teaching and learning processes; however, it also poses challenges related to faculty training, technological infrastructure, academic ethics, and the pedagogical appropriation of these tools. The objective of this study was to analyze faculty perceptions regarding the use of Artificial Intelligence in higher education by identifying their level of knowledge, experience in its use, perceived benefits, and the main barriers to its implementation. The research was conducted using a quantitative approach with a descriptive scope and a non-experimental cross-sectional design. Data were collected through a structured survey administered to 50 faculty members from a technological higher education institute in Ecuador. The results revealed that 82% of participants had previous training or experience with AI tools, and 96% had used at least one AI-based application in academic activities. Furthermore, all respondents agreed that AI supports personalized learning and can improve student academic performance when integrated with appropriate pedagogical guidance. Among the main limitations identified was the lack of adequate technological infrastructure. The study concludes that faculty members have a favorable perception of intelligent technologies; however, their effective integration requires continuous professional development, institutional strengthening, and clear ethical criteria for educational use.

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