El impacto de la inteligencia artificial generativa en educación superioruna mirada desde la ética y la integridad académica

  1. Gallent Torres, Cinta 1
  2. Zapata González, Alfredo 2
  3. Ortego Hernando, José Luis 3
  1. 1 Universitat de València, Universitat de les Illes Balears, España
  2. 2 Universidad Autónoma de Yucatán, Mexico
  3. 3 Universitat de les Illes Balears, España
Erakutsi afiliazioak +
Aldizkaria:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Argitalpen urtea: 2023

Zenbakien izenburua: Integridad Académica en la Era de la Inteligencia Artificial Generativa- Academic integrity in the era of generative artificial intelligence (GAI)

Alea: 29

Zenbakia: 2

Mota: Artikulua

DOI: 10.30827/RELIEVE.V29I2.29134 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Laburpena

Generative Artificial Intelligence (GAI) has revolutionized the field of higher education, and sparked debates on the potential of tools such as ChatGPT, Humata.ai or Sudowrite in teaching, learning and assessment processes. While their integration in this context offers numerous opportunities (e.g., instant feedback, generation of resources and teaching materials, adaptive learning, interactivity, etc.), it also poses significant challenges that raise ethical and academic integrity concerns, such as the reliability of information, transparency regarding the sources used, or data privacy and security. The aim of this article is to examine the ethical implications of GAI in higher education from a three-fold perspective (students, faculty, and institutions). Additionally, it aims to analyze its impact on aspects related to security, accessibility, sustainability and even new forms of plagiarism and academic fraud that involve impersonation of authorship. Based on the literature review conducted, and in accordance with the ideas proposed by some authors, possibilities for integrating GAI into university classrooms will be explored. This will be achieved through pedagogical practices that guide students in the proper use of GAI and enable faculty to seek new educational approaches. This transformation process will require the establishment of clear guidelines that align with ethical codes and integrity policies of higher education institutions. Ultimately, the reflection on how to combine education, innovation, and academic integrity will provide these three groups with a new opportunity to drive improvements in university education. ---

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