Between the Practical and the Problematic: ChatGPT in University Education for Business and Management Degrees

Jorge Serrano Malebrán; Cristian Vidal-Silva; Romina Gómez-López; Franco Campos-Núñez

doi:10.19136/etie.v8n16.6349

Authors

Jorge Serrano Malebrán University of the Americas
Cristian Vidal-Silva University of Talca
Romina Gómez-López Catholic University of the North
Franco Campos-Núñez Catholic University of the North

DOI:

https://doi.org/10.19136/etie.v8n16.6349

Keywords:

ChatGPT, Business Education, Generative Artificial Intelligence, Academic Ethics, Student Perceptions

Abstract

This study analyzes the effect of ChatGPT use on the perceptions, concerns, and perceived ethics of university students enrolled in business-related programs in academic setting. Using a cross-sectional quantitative approach, a structured questionnaire was administered to 118 business students at a Chilean University. The theoretical model was assessed using partial least squares structural equation modeling (PLS-SEM). The results indicated that ChatGPT use significantly influenced perceptions of its usefulness as an academic tool, explaining 61.3% of the variance in this construct. In contrast, no significant relationship was observed with students’ concerns, suggesting functional yet unreflective appropriation of the tool. Furthermore, the perceived ethics construct was excluded from the final model due to limitations in convergent validity. These findings reveal a dissociation between the instrumental valuation of the tool and ethical problematization of its use. The study concludes by highlighting the need to integrate institutional policies and pedagogical strategies that promote the critical, ethical, and responsible use of generative artificial intelligence in university education in management and business.

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