Bibliographic Details
| Title: |
IA generativa en la educación superior iberoamericana: factores de adopción, desafíos regionales y oportunidades para la innovación educativa. |
| Alternate Title: |
Generative AI in Ibero-American Higher Education: Adoption Factors, Regional Challenges, and Opportunities for Educational Innovation. |
| Authors: |
Pinto, Agostinho Sousa1 apinto@iscap.ipp.pt, Abreu, António1 aabreu@iscap.ipp.pt, Cota, Manuel Pérez2 mpcota@uvigo.gal, Paiva, Jerónimo1 jeronimob12@gmail.com |
| Source: |
Comunicar. Apr2026, Vol. 34 Issue 85, p69-80. 12p. |
| Subject Terms: |
*Generative artificial intelligence, *Higher education, *Digital divide, *Individualized instruction, *Educational innovations, Sustainable development, Rural conditions, Artificial intelligence & ethics |
| Abstract (English): |
The rapid development of generative artificial intelligence (GenAI) tools, such as ChatGPT, is having a significant impact on higher education in in Ibero-America--a region marked by profound structural inequalities--remains critically understudied. This study uses a sequential explanatory research method to contribute to Sustainable Development Goal (SDG) 4, "Quality Education," for equitable, inclusive quality education, using mixed methods to investigate the adoption of GenAI in 17 countries. Data was collected using a structured electronic questionnaire, which was completed by 1,523 university students. Thirty-two semi-structured interviews were also conducted with professors from private and public universities. This expansive sample is essential to capture the region's vast socio-economic, cultural, and digital diversity, ensuring findings are representative and robust beyond isolated contexts. The PLS-SEM research identified that trust (β = 0.538) and ease of use perception (β = 0.475) have a significant influence on the intention to remain (β = 0.859) and effective use. Although 66% of the teachers interviewed expressed satisfaction with GenAI, highlighting its effect in saving time and encouraging research, there are still priority concerns. Challenges include digital inequalities: 47% of those interviewed mentioned poor infrastructure and 44% pointed to a digital divide affecting rural or underserved regions. More than 40% of participants pointed to ethical issues, such as misinformation, plagiarism, and privacy risks. However, the study also identifies unique latent opportunities--where GenAI could potentially 'leapfrog' traditional barriers to enable personalized learning in under-resourced classrooms and foster pedagogical innovation. The findings underscore that a one-size-fits-all approach is ineffective. The study concludes with concrete recommendations for policymakers and educators, advocating for the development of context-specific ethical frameworks, strategic investment in inclusive digital infrastructure, and the creation of pedagogic models tailored to Ibero-America's unique challenges and opportunities. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El rápido desarrollo de herramientas de inteligencia artificial generativa (GenAI), como ChatGPT, está generando un impacto significativo en el ámbito de la educación superior en Iberoamérica. El presente estudio utiliza un método de investigación de naturaleza explicativa secuencial para contribuir al Objetivo de Desarrollo Sostenible (ODS) 4, «Educación de calidad», utilizando métodos mixtos, con el objetivo de investigar la adopción de GenAI en 17 países. Para la obtención de datos, se utilizó un cuestionario estructurado de tipo electrónico, al que respondieron 1523 estudiantes universitarios. Se realizaron también 32 entrevistas semiestructuradas a profesores provenientes de universidades privados y públicos. La investigación PLS-SEM realizada identificó que la confianza (β = 0,538) y la fácil percepción de uso (β = 0,475) tienen el poder significativo de influir en la intención de permanencia (β = 0,859) y uso eficaz. Si bien se manifestó la satisfacción del 66 % de los docentes entrevistados sobre GenAI, destacando su efecto para ahorrar tiempo e incentivar la investigación, siguen existiendo preocupaciones prioritarias. Entre los retos se incluyen las desigualdades digitales: El 47% de los entrevistados mencionó una infraestructura deficiente y el 44% señaló una brecha digital que afecta a las regiones rurales o desatendidas. Más del 40% de los participantes señalaron problemas éticos, como la desinformación, el plagio y los riesgos para la privacidad. Sin embargo, el estudio también identifica oportunidades latentes únicas, en las que la GenAI podría «superar» las barreras tradicionales para permitir el aprendizaje personalizado en aulas con pocos recursos y fomentar la innovación pedagógica. Los resultados subrayan que un enfoque único para todos es ineficaz. El estudio concluye con recomendaciones concretas para los responsables políticos y los educadores, abogando por el desarrollo de marcos éticos específicos para cada contexto, la inversión estratégica en infraestructura digital inclusiva y la creación de modelos pedagógicos adaptados a los retos y oportunidades únicos de Iberoamérica. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
