ChatGPT: Ethics in the Teaching–Learning Process in University Education

Clavijo-Correa J.E.; Alarcón-Llontop L.-R.; Poderoso-Acuña A.; Flores-Mostacero F.; Ruiz-Navarro K.; Rodríguez-Escobal K.; Cabellos-Briones F. · Smart Innovation, Systems and Technologies (2025) · DOI: 10.1007/978-981-96-0426-5_20

Resumen

The research sought to analyze the ethics in the use of ChatGPT, in university students of the communication faculties of Trujillo (Peru), from the deontological and university ethics, and teaching and learning; and also, to propose competencies and skills for undergraduate university teachers for the proper use of this artificial intelligence (AI) in their students. The study complies with the integrationist paradigm, a mixed approach. It used, on the one hand, the survey technique, with an online questionnaire of 27 questions that covered six dimensions of the deontological and university ethics category of Morales et al. [1] and three dimensions of the teaching–learning category of Navarro et al. (2023). The sample was 220 students from five universities; and, on the other hand, 14 specialists in higher education were interviewed under the question guide. The university students consider that they have the right to use ChatGPT; however, it does not allow them to develop cognitive skills, and they admit that, after using the application, they present findings as their own, which indicates unethical actions. It is concluded that the use of ChatGPT will be ethical in the teaching–learning process as long as the university students incorporate the guidance and feedback of their teachers, to exploit the IAG tools for their deontological, cognitive, and social development. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

Instituciones: Universidad Privada del Norte