Artificial Intelligence (AI)  integration in Rural Philippine Higher Education: Perspectives, challenges, and ethical considerations

RESTI TITO VILLARINO

doi:10.46661/ijeri.10909

Autores/as

RESTI TITO VILLARINO CEBU TECHNOLOGICAL UNIVERSITY https://orcid.org/0000-0002-5752-1742

DOI:

https://doi.org/10.46661/ijeri.10909

Palabras clave:

Inteligencia Artificial, Tecnología Educativa, Educación Superior, Educación Rural, consideraciones Éticas, Filipinas

Resumen

La IA está remodelando rápidamente los panoramas de aprendizaje desde países altamente industrializados hasta aquellos que aún están en desarrollo, como Filipinas. Sin embargo, se han realizado estudios limitados sobre cómo estas herramientas de IA son adoptadas y percibidas por los estudiantes universitarios en un contexto de educación superior no urbano. Este estudio llena ese vacío investigando la adopción, percepciones e implicaciones éticas de las herramientas de IA entre estudiantes universitarios rurales filipinos a través de un enfoque de encuesta transversal de método mixto explicativo secuencial, basándose en 451 estudiantes de una universidad estatal rural en Cebú, Filipinas, de mayo a junio de 2024. Se utilizó IBM SPSS versión 26.0 para realizar los análisis estadísticos, mientras que los análisis temáticos se realizaron utilizando MAXQDA versión 2020. Entre los encuestados, todos habían utilizado herramientas de IA, mientras que la mayor proporción de estos estudiantes (78.54%) utilizó ChatGPT. Además, los estudiantes creían firmemente que la IA era fácil de usar (M = 5.13; DE = ±1.58) y útil en su aprendizaje (M = 5.17; DE = ±1.53). Por el contrario, los estudiantes estaban preocupados por la información incorrecta o sesgada (M=5.35, DE=±1.40), el impacto en el pensamiento crítico (M=5.04, DE=±1.77) y el potencial de hacer trampa (M=5.39, DE=±1.50) al utilizar estas herramientas de IA. Además, solo el 17.29% de los estudiantes conocía las políticas institucionales sobre el uso de la IA. Este estudio indica la necesidad de crear directrices institucionales claras para el uso de la IA, diseñar programas de alfabetización en IA y revisar la suposición sobre la brecha digital en las instituciones de educación superior rurales. Estos hallazgos también tienen implicaciones políticas en vista del desarrollo curricular y la ética para integrar la IA en contextos de educación superior y establecen la necesidad de estrategias educativas que aprovechen los beneficios ofrecidos por la IA mientras cultivan activamente las habilidades de pensamiento crítico y la integridad académica de los estudiantes.

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