La IA generativa en la universidad: Análisis comparativo de las percepciones de profesores y estudiantes
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.12Palabras clave:
Adopción de tecnología, educación superior, innovación educativa, inteligencia artificial generativa, percepcionesResumen
La integración de herramientas de inteligencia artificial generativa, como ChatGPT, Gemini y Claude, está transformando la educación superior, pero se sabe poco sobre cómo perciben estas tecnologías los diferentes actores académicos dentro del mismo contexto institucional. Este estudio presenta un análisis comparativo de las percepciones del profesorado y el alumnado sobre la Gen-IA en una universidad española, basado en dos encuestas realizadas durante el curso académico 2024-2025. Mediante un enfoque descriptivo-comparativo y pruebas t para muestras independientes, el estudio identifica diferencias estadísticamente significativas en las actitudes hacia la Gen-AI en dimensiones como la confianza, la facilidad de uso, el apoyo institucional y las preocupaciones éticas. Los resultados muestran que los estudiantes muestran un mayor entusiasmo, confianza y disposición a adoptar estas herramientas, mientras que el profesorado expresa más cautela, especialmente en lo que respecta a la fiabilidad y la alineación pedagógica. Estos hallazgos subrayan la necesidad de estrategias institucionales diferenciadas que aborden las distintas expectativas y retos a los que se enfrentan ambos grupos. Estos hallazgos proporcionan información útil para diseñar estrategias institucionales y programas de formación que fomenten la integración ética y eficaz de la IA en la enseñanza y el aprendizaje.
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Derechos de autor 2026 F. Javier Miranda, Antonio Chamorro-Mera
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
