Adoption and Perception of Artificial Intelligence in University Settings: A Quantitative Study of Ecuadorian Students.
DOI:
https://doi.org/10.67169/publicarciencia.V7i1.37Keywords:
artificial intelligence, higher education, student perception, digital ethics, technological toolsAbstract
More than 60% of universities in Latin America already incorporate artificial intelligence (AI)-based technologies into their educational processes; however, the degree of adoption, perception, and appropriation among the student body still reveals significant disparities. This study aims to identify distinct profiles of Ecuadorian university students based on their relationship with AI in the academic sphere. A structured survey was administered to collect data on sociodemographics, digital familiarity, the frequency of use of AI tools (such as ChatGPT, Grammarly, DeepL, Canva AI, and Copilot, among others), and ethical perceptions regarding their impact. Statistical analysis involved variable normalization and the application of the k-means algorithm to segment the sample. The optimal number of groups was validated using the elbow method and the silhouette coefficient, resulting in the identification of three main clusters. The results reveal contrasting profiles: critical and reflective students who recognize both the benefits and ethical risks of AI; enthusiastic users who employ it frequently without significant ethical concern; and conservative students with low technological familiarity but high sensitivity to its social and educational implications. These findings demonstrate that AI adoption in university settings is not uniform, highlighting the need for differentiated institutional policies that promote a critical, inclusive, and ethical pedagogical integration of these tools in higher education.
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Copyright (c) 2025 Silvia Beatriz García Estupiñán, Darlyn Bryan Tenelanda Mora, Luis Enrique Mejía Cervantes, Guiselle de Jesús Sevillano Castillo (Autor/a)
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