This study analyzes the use, implications, and ethical perceptions of artificial intelligence (AI) tools in the development of academic papers among third-year high school students in the city of Cuenca, Ecuador. Physical and digital surveys were applied to 310 students from public, fiscal, and private institutions. It is evident that 90% of students use AI tools such as ChatGPT, Meta AI, among others, for research (33%), idea generation (24%), and text writing (18%). However, 57% of them admit to copying the texts generated by AI verbatim and without modifications, which suggests a high rate of plagiarism and its normalization. Regarding the ethical perception of the use of these tools, 43% believe that using AI negatively affects academic integrity, although a large percentage considers its use ethical depending on how it is applied. It is concluded that, although AI offers many advantages in the educational field, it also presents ethical and pedagogical challenges. It is recommended to implement training on academic ethics, establish clear guidelines for the use of AI, and promote critical thinking to mitigate risks such as plagiarism and dependence on technology
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Abstract
This study analyzes the use, implications, and ethical perceptions of artificial intelligence (AI) tools in the development of academic papers among third-year high school students in the city of Cuenca, Ecuador. Physical and digital surveys were applied to 310 students from public, fiscal, and private institutions. It is evident that 90% of students use AI tools such as ChatGPT, Meta AI, among others, for research (33%), idea generation (24%), and text writing (18%). However, 57% of them admit to copying the texts generated by AI verbatim and without modifications, which suggests a high rate of plagiarism and its normalization. Regarding the ethical perception of the use of these tools, 43% believe that using AI negatively affects academic integrity, although a large percentage considers its use ethical depending on how it is applied. It is concluded that, although AI offers many advantages in the educational field, it also presents ethical and pedagogical challenges. It is recommended to implement training on academic ethics, establish clear guidelines for the use of AI, and promote critical thinking to mitigate risks such as plagiarism and dependence on technology.
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Lourdes Jacqueline Cordero -Mendieta, Universidad Bolivariana del Ecuador, Ecuador.
https://orcid.org/0009-0005-6655-9979
Technologist in Basic Education and Bachelor of Science in Education, with a decade of experience in the educational field. This trajectory includes five years of service in the public sector, where I have consolidated my experience with the application of pedagogical and didactic methodologies. Furthermore, I am interested in educational research.
Edison Ramiro Pachar-Laso, Universidad Bolivariana del Ecuador, Ecuador.
https://orcid.org/0009-0007-9812-5969
Commercial Engineer with 12 years of secondary teaching experience and a background in the private sector. I possess practical skills acquired in companies and a strong interest in research, although without formal experience. My professional focus is on education and practical application, with the potential to explore the intersection between both areas.
John Fernando Granados-Romero, Universidad de Guayaquil, Guayaquil, Ecuador.
http://orcid.org/0000-0002-1726-3283
Bachelor's degree in Educational Sciences with a specialization in Computer Science, I hold several postgraduate degrees, including a PhD in Pedagogical Sciences. I have served as the director of the Department of Virtual Education and the Computer Science program, as well as the Research Coordinator and Acting Dean. Currently, I am the president of the Planning, Evaluation, and Accreditation Commission at the University of Guayaquil, always focused on academic excellence.
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