The integration of generative artificial intelligence in higher education

Abstract

The study examined university students' perceptions, attitudes, and academic uses of artificial intelligence in both urban and rural settings. A descriptive quantitative approach was used, applying a structured questionnaire to a diverse student sample. The findings revealed a generally positive perception of artificial intelligence as a support tool for academic tasks, particularly regarding its practical and operational usefulness. However, a limited critical and strategic appropriation was observed, along with moderate differences based on geographical context. Favorable attitudes did not always lead to ethical or reflective usage, highlighting the need to enhance digital competencies that include technical, pedagogical, and ethical dimensions. It was concluded that artificial intelligence holds significant potential to transform university learning processes, provided its implementation is supported by teacher training, inclusive policies, and clear regulatory frameworks. The research provided relevant evidence on the challenges and opportunities of educational artificial intelligence in Latin American higher education.Keywords: artificial intelligence, higher education, digital literacy, educational technology, student attitudes, educational equity