AI in the university: ethical and strategic diagnosis for a responsible integration in higher education
DOI:
https://doi.org/10.56294/sctconf20251748Abstract
The rapid emergence of artificial intelligence (AI), particularly generative AI, is reshaping study practices in higher education, offering opportunities for pedagogical innovation while also raising ethical dilemmas, regulatory tensions, and academic risks. In Ecuador, the institutional integration of AI remains incipient and uneven, making contextualized assessments essential for guiding responsible decision-making. This study evaluates, from an ethical and strategic perspective, the use, perceptions, and AI literacy of students from Universidad Técnica de Cotopaxi (UTC) and Universidad de las Fuerzas Armadas ESPE (Latacunga campus) as a basis for proposing guidelines for responsible integration of AI in higher education. A quantitative, non-experimental, cross-sectional, and comparative design was applied to an intentional sample of 400 students using a validated five-point Likert-type questionnaire (global α > .80) measuring five dimensions: academic use, perceived benefits, ethical risks, perceived literacy and institutional governance, and willingness toward responsible integration. Findings reveal frequent use of AI for information retrieval, writing support, and comprehension of academic content, alongside a generally positive valuation of AI as a learning resource. However, students also express concerns regarding plagiarism, reduced critical-thinking skills, algorithmic biases, and the absence of clear institutional policies. Significant differences were observed between universities in declared AI literacy and awareness of governance frameworks, with ESPE reporting slightly higher levels. Despite these variations, both groups show strong willingness to receive training and engage in responsible AI integration initiatives. Overall, the study concludes that while AI is already embedded in students’ academic routines, ethical and pedagogical governance remains underdeveloped, highlighting the need for explicit institutional policies, critical AI literacy programs, and participatory mechanisms to support responsible integration in Ecuadorian higher education.
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