Teachers' perceptions of the benefits, risks, and ethical challenges of using artificial intelligence in distance learning undergraduate programs at the Faculty of Economic Sciences of the University of Cartagena
Abstract
The advanced incursion of Artificial Intelligence in the educational context has generated uncertainties and divergent perceptions among teachers, who highlight the need for guidelines and regulations to guide the treatment of ethics associated with the use of AI in training processes. This study analyzes teachers' perceptions of the benefits, risks, and ethical challenges of using artificial intelligence in distance learning undergraduate programs at the Faculty of Economic Sciences of the University of Cartagena. A mixed methodology with a descriptive-explanatory character was used, with a sample of 11 teachers, using intentional sampling and a cross-sectional design. A questionnaire with semi-structured questions was used to collect information. In conclusion, teachers highlight plagiarism in the performance of activities as a risk, in addition to the increase in the digital divide and inequalities in levels of technological access. There is therefore a need to establish ethical guidelines for the use of AI so that teachers can adapt their teaching strategies to maximize the benefits of this tool, while mitigating its risks and contributing to the comprehensive training of future professionals.
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