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Yánez Rueda, Hugo
Ethical Use of Generative Artificial Intelligence Among Ecuadorian University Students
Methodological innovation for the teaching of TIC in Higher Education
2025
,
Buele, Jorge
,
Ángel Ramón Sabando-García
,
Bosco Javier Sabando-García
,
Yánez Rueda, Hugo
Artificial intelligence has transformed educational environments by facilitating processes such as information retrieval, assisted writing, automated feedback, and personalized tutoring. Within university settings, the adoption of technologies capable of autonomously generating content has increased rapidly, becoming a common academic resource for students. However, this accelerated integration poses ethical challenges, particularly when such tools are used without a clear understanding of their implications. This study aimed to examine how students’ emotional attitudes (affective), understanding (cognitive), and practical use (behavioral) of AI relate to their ethical engagement with these technologies. A structured questionnaire was administered to 833 university students in Ecuador. The instrument showed excellent internal consistency (α = 0.992; Ω = 0.992), and the validity analyses confirmed that the dimensions measured distinct but related constructs. ChatGPT was reported as the most used tool (62.2%), followed by Gemini and Siri. The structural model indicated that emotional and cognitive dimensions substantially influenced ethical behavior (β = 0.413 and β = 0.567, respectively), whereas frequent use alone exhibited no significant effect (β = −0.128; p = 0.058). These results suggest that ethical engagement with AI is primarily driven by reflection and knowledge rather than habit. This study contributes to the literature by modeling how different learning dimensions shape ethical behavior in AI use and underscores the relevance of aligning academic practices with socially responsible uses of emerging technologies.
2021
,
Morales-Urrutia E.K.
,
Ocaña J.M.
,
Yánez Rueda, Hugo
,
Naranjo A.F.N.
The inclusion of technology in the different academic spaces of higher education education has allowed the educational process to take another course and for both teachers and students to adapt to these changes and even more so to those that have been experienced around the pandemic of COVID-19. This study shows the methodological approach for the micro-curricular organization of the Information and Communication Technologies subject, based on didactic methodological strategies that seek to achieve learning achievements based on digital tools according to Bloom’s taxonomy. This research has been carried out in a public university in Ecuador with 207 first-semester students divided into 6 groups. Through the methodological application of its four phases: analysis, planning, design and implementation, and evaluation; favorable results have been obtained in meaningful learning achieved with students. As future work it is intended to apply this methodological approach in related subjects in higher education, thus exposing this approach to a process of continuous improvement. © 2021, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.