Perceptions and challenges of using artificial intelligence tools in university teachers

Abstract

The present study aimed to explore the experience of teachers at the Universidad Regional Autónoma de los Andes regarding the use of artificial intelligence tools in higher education. Through a mixed methodological design, literature reviews were combined with quantitative and qualitative methods, allowing for a comprehensive overview of educators’ perceptions and attitudes toward AI. Data collection included structured surveys and semi-structured interviews with a sample of 67 teachers from various disciplines. The results revealed a notable variability in the adoption of AI tools, such as ChatGPT, with more than half of the participants using it regularly. However, 30% did not use any AI tools, indicating a considerable gap in their integration. Although 80% of teachers considered that AI facilitates their activities, concerns arose regarding the possible threat to job stability and academic integrity. Among the conclusions, the urgent need for teacher training in the use of AI was highlighted, not only in technical aspects but also in its ethical implications. A plan of measures was proposed to foster an institutional culture that values ​​the responsible use of AI, ensuring that this technology acts as an ally in the educational process. This approach seeks to maximize the potential of AI while preserving the essential role of teachers, thus promoting quality education in an ever-changing digital environment.

Keywords: Teacher training, Emerging technologies, Integration, perception, Ethics.