Artificial intelligence in university teaching: Skills, perception, and technological integration in university teachers

Abstract

The overall objective was to describe the use of artificial intelligence in university teaching, based on the skills, perception, and technological integration of university teachers. To this end, a quantitative paradigm was used, with descriptive field research, a non-experimental cross-sectional design, and a population represented by 72 university teachers with a finite sample, consisting of those who voluntarily agreed to participate in the research. The results were presented in a table that analyzed frequency and percentage, showing that most university teachers recognize the potential of artificial intelligence in teaching, using it moderately and with a critical attitude. However, limitations in training, technical support, and autonomy in its pedagogical implementation were still identified.