Academic use of ChatGPT and autonomous learning among university students in Lima, Peru

Cardenas-Sinche J.A.; Choque-Mamani J.E.; Vega-Zeña L.I.; Nina-Cuchillo B.E. · Formacion Universitaria (2026) · DOI: 10.4067/s0718-50062026000200117

Resumen

The study aimed to determine the relationship between the academic use of ChatGPT and autonomous learning among university students in Lima, Peru. A non-experimental, correlational, and cross-sectional design was used. The population consisted of 240 students, from which a random sample of 148 was selected. A survey was used as the technique and a structured questionnaire as the instrument. The findings showed a high and significant positive correlation between the academic use of ChatGPT and autonomous learning (r = 0.838; p = 0.000). Significant correlations were also observed in the following dimensions: planning (r = 0.799), time management (r = 0.813), and task execution (r = 0.630), all with p = 0.000. It is concluded that the pedagogical and reflective use of ChatGPT strengthens academic autonomy, promoting more organized, self-regulated, and effective learning in technology-mediated educational contexts.

Instituciones: Pontificia Universidad Católica del Perú; Universidad Nacional Daniel Alcides Carrión; Universidad César Vallejo