Impact of Artificial Intelligence on Higher Education: Teacher Perceptions and Academic Challenges

Abstract

This study aimed to analyze the implication of artificial intelligence in academic activities within higher education, with a focus on its impact on teaching, learning and assessment. The current applications of this technology were explored, as well as the benefits and challenges posed by its implementation in university environments. To achieve this, a mixed approach was used, combining quantitative and qualitative methods. Structured surveys were conducted with 70 teachers from different disciplines at the Regional Autonomous University of Los Andes (UNIANDES), Santo Domingo headquarters, in order to evaluate their perceptions about artificial intelligence in education. Likewise, open interviews were carried out to delve into their experiences and concerns. The results reflected a predominantly negative attitude of teachers towards artificial intelligence in higher education. A significant percentage expressed skepticism about their ability to improve the quality of teaching, which was influenced by lack of familiarity with technological tools and fear of job obsolescence. Furthermore, widespread concern was identified about ethical risks, especially in relation to academic dishonesty and data privacy. The implementation of teacher training programs and the development of regulations that regulate their use were recommended, which guaranteed an ethical and pedagogically appropriate approach. Finally, the importance of continuing to investigate its impact to maximize its benefits and mitigate its risks was highlighted.