Faculty perceptions of generative artificial intelligence in higher education
DOI:
https://doi.org/10.51247/pdlc.v7iEspecial1.962Keywords:
generative artificial intelligence; higher education; teachers' digital skills; educational innovation.Abstract
This research aimed to analyze the knowledge, attitudes, and perceptions of faculty members at the Faculty of Law, Social Sciences, and Administration of the National University of Loja regarding generative artificial intelligence in the educational context. A quantitative, descriptive, cross-sectional study was conducted with 56 faculty members selected through non-probability convenience sampling. Data were collected using the CAPIAG-P questionnaire, administered via Google Forms, and processed using descriptive statistics to determine frequency distributions, percentages, and trends in the responses. The results showed a predominance of intermediate levels of knowledge about generative artificial intelligence, accompanied by a favorable attitude toward its incorporation into teaching and learning processes. Furthermore, the faculty recognized its potential to strengthen creativity, personalized learning, motivation, and the development of student autonomy. However, they stated that the training received is insufficient to systematically integrate these tools into educational practice. They also identified the need for institutional guidelines to regulate their use from pedagogical and ethical perspectives. It is concluded that generative artificial intelligence represents an opportunity to promote innovation in higher education, provided that its implementation is accompanied by ongoing teacher training, the strengthening of digital skills, and institutional policies that promote responsible, critical, and ethically grounded use.Downloads
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