Uso académico de herramientas de inteligencia artificial generativa en estudiantes de la Licenciatura en Relaciones Comerciales de la ESCA Tepepan

Resumo

Abstract

This study analyzes the academic use of generative artificial intelligence (GAI) tools among students of the Bachelor's Degree in Commercial Relations at ESCA Tepepan. The research was conducted during the 2026/1 academic term with a sample of 46 students aged between 21 and 30 years. Using a descriptive approach, data were collected through a structured instrument that examined multiple dimensions, including academic use, content creation and editing, perceived self-efficacy, ethical considerations, access inequality, and technological dependence.

The findings reveal that GAI tools are widely integrated into students’ academic activities, primarily as support for understanding complex topics, generating ideas, organizing information, and improving written work. Students perceive these tools as enhancers of autonomous learning and academic confidence; however, challenges related to critical thinking, ethical use, and potential overreliance were also identified. Additionally, issues of unequal access and emerging awareness of environmental impact were observed.

The study highlights the need for higher education institutions to adopt pedagogical and ethical frameworks that guide the responsible use of generative artificial intelligence, promoting the development of digital, critical, and reflective competencies in students.