Digital transformation in education: student perceptions on the incorporation of Artificial Intelligence
Abstract
The emergence of artificial intelligence (AI) in Latin American higher education is reshaping teaching and learning practices while raising ethical and information-quality challenges. This study aimed to characterize university students’ perceptions in Latin America regarding AI integration. We conducted a descriptive cross-sectional study with N = 138 students using a 34-item Likert questionnaire organized into seven dimensions (effectiveness, learning improvements, dependency, ease of use, learning support, emotional reactions, and accuracy); content validity was established through expert judgment and overall reliability was Cronbach’s α = .947. Findings indicate a predominantly positive stance: 63% report that AI helps them focus and work more efficiently; 53% perceive personalization and learning support; 51% report favorable emotional reactions. At the same time, there is caution: 45% express reservations about the accuracy/coherence of AI-generated information. Ease of use is rated highly and no generalized dependency is observed (a majority reject “copy and paste” practices). Students view AI as an ally that enhances learning and motivation, provided its integration is ethical, transparent, and complementary to teaching; we recommend institutional guidelines, AI literacy, and assessment with human verification.
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