Correlational study on the perception of the use of Artificial Intelligence in the teaching-learning process: a perspective from the teacher-student approach

Abstract

In the current context of rapid advances in the use of Artificial Intelligence (AI) in all areas, the need to regulate it is essential. UNESCO’s 2030 Agenda for Sustainable Development addresses its role from the perspective of ethics, education, gender equality, and capacity building for governments and judicial systems. This research explored perceptions of the use of Artificial Intelligence (AI) in education and conducted a correlational study showing how it has had a significant and contrasting impact on students and teachers. The study was conducted using a qualitative method with a sample of 295 students and 27 teachers from three Mexican universities. The results show that 93.1% of students experience significant improvements in efficiency and comprehension thanks to AI, although concerns remain about excessive dependence and the quality of the information generated. On the other hand, only 24.8% of teachers also recognize its benefits in streamlining teaching processes and introducing new methodologies. In the correlational analysis, they also acknowledge that they face considerable challenges such as lack of technological skills, adaptation to new techniques, ethics, quality, and information management. In summary, the key aspects of research on AI in education are discussed, highlighting both the potential benefits and the crucial challenges that must be addressed. This discrepancy reflects a clear opportunity to seek and/or improve training and support for teachers, who are the actors who obtain first-hand knowledge of what students achieve academically with technological resources, thus responding to the integration of Generative AI that benefits good practices in the education system. In this sense, the results are aligned with UNESCO’s Global Education Agenda 2030, which in its guidelines promotes the use of technology to apply AI in educational contexts in accordance with the basic principles of inclusion and equity.