Perceptions of university students in the use and appropriation of artificial intelligence

Abstract

The objective of this article is to understand the use and appropriation of artificial intelligence among university students at the Universidad Rosario Castellanos in Mexico City. The study is framed within a hermeneutic and comprehensive perspective, following the premise that human experience is fundamental to understanding the phenomenon of AI use in higher education, highlighting both its pedagogical potential and the associated risks. In this sense, although AI has been theorized since the 1950s, its real impact on education has gained greater relevance in recent years, especially at the higher education level, where significant transformations in teaching and learning are observed. The study adopts a qualitative approach, using techniques such as questionnaires and focus groups for data collection. A heterogeneous sample of 125 students was selected based on their knowledge and use of AI. Data analysis was supported by tools such as ChatGPT 3.5 and Gemini, which allowed for the identification of patterns and the construction of analytical categories. The results reveal the importance of integrating digital competencies into university students' training, emphasizing the need to design educational strategies that consider both the opportunities and the limitations of AI. The study concludes with the presentation of key findings, organized into two analytical categories: 'Utilitarian Perspective in Everyday Life' and 'Study and Ethical Awareness: Concerns and Regulatory Requirements.