Generative artificial intelligence in the teaching process of university teachers

Jurado-Enríquez E.L.; Vargas-Prado K.F.; Melgarejo-ángeles W.E.; Aniceto-Norabuena Ú.R.; Villacorta-Granados T.G. · European Public and Social Innovation Review (2025) · DOI: 10.31637/epsir-2025-1612

Resumen

Introduction: The application of Generative Artificial Intelligence (GAI) in university teaching not only presents an opportunity to improve higher education, but also constitutes an emerging field of study that requires multidisciplinary attention. This study seeks to identify the use of GGI by university lecturers during the development of their classes. Methodology: This is a quantitative, cross-sectional, descriptive approach. Sixty-three Peruvian university teachers selected through non-probabilistic convenience sampling participated in the study. The TPACK questionnaire was used in the context of Generative Artificial Intelligence. Results: The results showed that 52.4% of the teachers are male, 66.7% work full time, 54.0% have a PhD and 66.7% have published articles. Regarding the integration of GSI in the classrooms, 1.6% integrated it low, 31.7% integrated it regularly, and 66.7% integrated it highly. Significant differences were found according to the sex of the teachers (p<0.05). Discussion and Conclusions: There is a need for more training of teachers in the use of technologies such as IAG so that, regardless of the teaching modality, all are at the forefront and better educational quality is achieved.

Instituciones: Universidad Tecnológica del Perú; Universidad César Vallejo; Universidad Autónoma de Ica; Universidad Nacional Santiago Antúnez de Mayolo