Percepción de las implicaciones éticas en el uso de la Inteligencia Artificial (IA)

Armando  Sánchez Macías; José Zilberstein Toruncha; Isabel Cristina  Flores Rueda; Mónica Eugenia  Peñalosa Otero

doi:10.19136/etie.v8n15.6336

Authors

Armando Sánchez Macías https://orcid.org/0000-0001-9575-3248
José Zilberstein Toruncha https://orcid.org/0000-0001-7740-1265
Isabel Cristina Flores Rueda https://orcid.org/0000-0003-1257-2893
Mónica Eugenia Peñalosa Otero https://orcid.org/0000-0002-2208-9224

DOI:

https://doi.org/10.19136/etie.v8n15.6336

Keywords:

Ethics, Artificial Intelligence, Students, Higher Education

Abstract

The objective is to characterize the ethical considerations in the use of AI in educational processes, analyzing the perceptions of university students regarding the physical and cognitive dimensions of ethics in AI. A mixed-approach quantitative methodology is used, with a descriptive-cross-sectional scope, applying a questionnaire adapted from the Ashok et al. (2022) framework to 125 students from UASLP and NEUUNI. The results revealed significant differences: NEUNI students, with older age, work experience, and digital competence, showed a more positive and critical perception of AI, while those from UASLP, younger and with less work exposure, had more conservative perceptions. Factors such as gender, age, occupation, and primary use of AI influenced these perceptions. These findings highlight the importance of designing educational strategies that consider sociodemographic differences, promoting training in digital and ethical skills for the responsible use of AI. Furthermore, the need for collaboration between educators, technologists, and policymakers to ensure the ethical and equitable integration of AI into education is emphasized. The research provides valuable evidence to guide responsible AI implementation, maximizing benefits and minimizing ethical risks.

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