Adopción y percepción de ChatGPT en académicos como herramienta pedagógica e investigativa en la educación superior de Chile
DOI:
https://doi.org/10.47058/joa13.3Keywords:
ChatGPT, generative artificial intelligence, higher education, technology adoption, academicsAbstract
The objective of this study was to explore how university professors in Chile adopt and perceive the use of ChatGPT as a pedagogical and research tool. A qualitative methodology with an exploratory-descriptive design was used, based on semi-structured interviews with 21 professors from various disciplines, analyzed through inductive thematic analysis. The results identify three main motivations for its use (curiosity, professional development, and enjoyment), two key facilitators (speed and accessibility), and three recurring barriers (hallucinations, dependency, and digital skills gaps). A positive impact will also be observed in reducing operational burden and generating materials, along with the challenge of redesigning assessments and establishing clear institutional policies. These findings provide empirical evidence to guide the responsible and effective integration of generative artificial intelligence in higher education.
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Copyright (c) 2025 Belén Valentina González-Hernández, Tomás Leandro Zapata-Soto, Francisco Tomás Santis-López, Nataly Andrea Guiñez-Cabrera
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