Identidad moral y uso ético de la inteligencia artificial generativa en la educación superior

César Augusto García Avitia

doi:10.19136/etie.v9n17.6391

Authors

César Augusto García Avitia University of Colima

DOI:

https://doi.org/10.19136/etie.v9n17.6391

Keywords:

moral identity, generative artificial intelligence, academic integrity, ethics in higher education, moral behavior

Abstract

This article analyzes how moral identity theory can help address the ethical challenges associated with the use of generative artificial intelligence (GAI) in higher education. Drawing on recent evidence showing the widespread adoption of these technologies among university students, the paper examines tensions between technological innovation, academic integrity, and professional education. Using an analytical and argumentative approach based on an interdisciplinary literature review in moral psychology, applied ethics, and higher education studies, the article first conceptualizes the use of GAI as an ethical-educational issue. It discusses risks related to academic dishonesty, cognitive dependency, and epistemic problems such as bias and hallucinations in AI systems. The paper then develops the conceptual framework of moral identity, highlighting its role as a self-regulatory mechanism that connects internalized moral values with behavior. Building on this framework, the article argues that fostering values such as honesty, epistemic responsibility, and fairness can support ethical uses of GAI beyond external monitoring or sanctioning mechanisms. Finally, the study contrasts this educational perspective with institutional responses based on prohibition or technological surveillance, pointing out their practical and pedagogical limitations and proposing the integration of moral identity development into university education.

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