Implementation of Artificial Intelligence in Higher Education: perceptions, experiences and teachers' opinions
- Myrian Celeste Benítez González
Abstract
This article examines how educators are adopting and incorporating Artificial Intelligence (AI) tools into their pedagogical practices, exploring their perceptions, experiences, and opinions. Additionally, it delves into the challenges and risks associated with the implementation of AI in university teaching, as well as the preferences and training needs of educators to improve their academic practices. The research is based on a mixed-methods approach, with a descriptive-correlational scope, using surveys administered to 272 Paraguayan university professors as the data collection instrument. The aim is to better understand the concrete impact of AI on educational quality and its integration with transformative pedagogy. The findings indicate that, despite most respondents having a solid academic background, their levels of knowledge and experience in artificial intelligence can vary, which could influence their ability to incorporate and use this technology in higher education. Finally, the findings highlight the need to improve availability for students with special requirements, provide immediate feedback, and support the adaptation of the learning process. In an educational environment marked by continuous challenges demanding novel solutions, the incorporation of AI technologies, such as intelligent tutoring systems and natural language processing, presents significant improvements in multiple aspects.
Keywords
Artificial Intelligence , pedagogical practices, Educational improvement, Educational quality, Disciplinary writing, curriculum; strategy; skills; higher education, transformative pedagogy
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