Palabras clave
Higher education
Educational technology
AI literacy
Pedagogical integration
Ethics in AI
Cómo citar
Resumen
Purpose: This study explores the integration of artificial intelligence (AI) tools in Dutch higher education, examining how students and teachers use these technologies in practice. It aims to assess the extent to which AI enhances educational efficiency and raises critical ethical considerations.
Design/Methodology/Approach: A quantitative research design was employed using digital questionnaires distributed among students and teachers in Dutch universities. The study analyzed usage frequency, application purposes, perceived benefits, and concerns related to AI tools in educational settings.
Findings: Results show that AI is primarily used for practical support such as text generation, editing, and lesson preparation rather than for fundamentally transforming learning or teaching methodologies. Both groups report improved efficiency and work quality but also express concerns about the reliability and ethical implications of AI-generated content.
Practical Implications: The findings highlight the urgent need for AI literacy initiatives that balance technical skills with ethical awareness. Institutions should develop targeted training programs and policies to foster responsible AI use and support its integration in both teaching and learning.
Originality/Value: By providing empirical insights into real-world AI use in higher education, this study contributes to the ongoing discourse on responsible AI integration. It underscores the importance of aligning AI adoption with pedagogical goals and ethical standards to ensure meaningful educational innovation.
Citas
Ajevski, M., Barker, K., Gilbert, A., Hardie, L., & Ryan, F. (2023). ChatGPT and the future of legal education and practice. The Law Teacher, 57(3), 352-364. https://doi.org/10.1080/03069400.2023.2207426
Balalle, H., & Pannilage, S. (2025). Reassessing academic integrity in the age of AI: A systematic literature review on AI and academic integrity. Social Sciences & Humanities Open, 11, 101299. https://doi.org/10.1016/j.ssaho.2025.101299
Basch, C., Hillyer, G., Gold, B., & Yousaf, H. (2025). Understanding artificial intelligence knowledge and usage among college students: Insights from a survey on classroom, coursework, and personal applications . Review of Artificial Intelligence in Education, 6(i), e037. https://doi.org/10.37497/rev.artif.intell.educ.v6ii.37
Batista, J., Mesquita, A., & Carnaz, G. (2024). Generative AI and higher education: Trends, challenges, and future directions from a systematic literature review. Information (Basel), 15(11). https://doi.org/10.3390/info15110676
Bauer, E., Greiff, S., Graesser, A. C., Scheiter, K., & Sailer, M. (2025). Looking beyond the hype: Understanding the effects of AI on learning. Educational Psychology Review, 37(45). https://doi.org/10.1007/s10648-025-10020-8
Bearman, M., & Ajjawi, R. (2023). Learning to work with the black box: Pedagogy for a world with artificial intelligence. British Journal of Educational Technology, 54(5), 1160-1173. https://doi.org/10.1111/bjet.13337
Boone, H. N., Jr, & Boone, D. A. (2012). Analyzing likert data. Journal of Extension, 50(2)https://doi.org/10.34068/joe.50.02.48
Boussouf, Z., Amrani, H., Zerhouni Khal, M., & Daidai, F. (2024). Artificial intelligence in education: A systematic literature review. Data and Metadata, 3, 288 https://doi.org/10.56294/dm2024288
Brignardello-Petersen, R., Santesso, N., & Guyatt, G. H. (2025). Systematic reviews of the literature: An introduction to current methods. American Journal of Epidemiology, 194(2), 536-542. https://pubmed.ncbi.nlm.nih.gov/39038802/
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research : Pbk (3rd, International student ed.). Sage.
de Fine Licht, K. (2024). Generative artificial intelligence in higher education: Why the 'banning approach' to student use is sometimes morally justified. Philosophy & Technology, 37(3), 113. https://doi.org/10.1007/s13347-024-00799-9
Gillani, N., Eynon, R., Chiabaut, C., & Finkel, K. (2023). Unpacking the “Black Box” of AI in Education. Educational Technology & Society, 26(1), 99-111. https://doi.org/10.30191/ETS.202301_26(1).0008
Jahić, I., Ebner, M., Schön, S., & Edelsbrunner, S. (2024). Exploring the use of generative AI in education: Broadening the scope. In A. Ioannou, & P. Zaphiris (Eds.), Learning and collaboration technologies (pp. 283-304). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-61691-4_19
Kim, C. (2025). Understanding factors influencing generative AI use intention: A Bayesian network-based probabilistic structural equation model approach. Electronics (Basel), 14(3). https://www.mdpi.com/2079-9292/14/3/530
Kong, H., Yuan, Y., Baruch, Y., Bu, N., Jiang, X., & Wang, K. (2024). Influences of artificial intelligence (AI) awareness on career competency and job burnout. International Journal of Contemporary Hospitality Management, 36(3), 1011–1030. doi:10.1108/IJCHM-07-2020-0789).
Kurban, C. F., & Şahin, M. (2024). The impact of ChatGPT on higher education: Exploring the AI revolution (1st ed.). Emerald Publishing Limited. https://doi.org/10.1108/9781837976478
Lawasi, M.C., Rohman, V.A., & Shoreamanis, M. (2024). The Use of AI in Improving Student's Critical Thinking Skills. Proceedings Series on Social Sciences & Humanities. https://doi.org/10.30595/pssh.v18i.1279
Li, F., He, Y., & Xue, Q. (2021). Progress, challenges and countermeasures of adaptive learning: A systematic review. Educational Technology ＆ Society, 24(3), 238-255. https://doi.org/10.30191/ETS.202107_24(3).0017
Long, D., Teachey, A., & Magerko, B. (2022). Family Learning Talk in AI Literacy Learning Activities. Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3491102.3502091
Mah, D. K., & Groß, N. (2024). Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs. International Journal of Educational Technology in Higher Education, 21(1), 58. https://doi.org/10.1186/s41239-024-00490-1
Nartey, E. K. (2024). Guiding principles of generative AI for employability and learning in UK universities. Cogent Education, 11(1), 2357898. https://doi.org/10.1080/2331186X.2024.2357898
Nikolic, S., Wentworth, I., Sheridan, L., Moss, S., Duursma, E., Jones, R. A., Ros, M., & Middleton, R. (2024). A systematic literature review of attitudes, intentions and behaviours of teaching academics pertaining to AI and generative AI (GenAI) in higher education: An analysis of GenAI adoption using the UTAUT framework. Australasian Journal of Educational Technology, 40(6), 56. https://doi.org/10.14742/ajet.9643
Rowell, C. (2024). In Abegglen S., Nerantzi C., Martinez-Arboleda A. and Atenas J.(Eds.), Towards AI literacy: 101+ creative and critical practices, perspectives and purposes. creativeHE.
Santos, O., & Radanliev, P. (2024). Beyond the algorithm: AI, security, privacy, and ethics ([First]. ed.). Addison-Wesley.
Shah, P. (2023). AI and the future of education: Teaching in the age of artificial intelligence (First;1; ed.). John Wiley & Sons, Inc.
Szcyrek, S., Stewart, B., & Miklas, E. (2024). Educators’ understandings of digital classroom tools and datafication: Perceptions from higher education faculty. Research in Learning Technology, 32, 1-13. https://doi.org/10.25304/rlt.v32.3040
Slimi, Z. (2023). The impact of artificial intelligence on higher education: An empirical study. European Journal of Educational Sciences, 10(1), 1-17. Deusto University-Spain, National University of Sciences and Technology Oman. https://files.eric.ed.gov/fulltext/EJ1384682.pdf
Treve, M. (2024). Integrating artificial intelligence in education: Impacts on student learning and innovation. International Journal of Vocational Education and Training Research, 10(2). https://www.sciencepublishinggroup.com/article/10.11648/j.ijvetr.20241002.14
Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1), 15. https://doi.org/10.1186/s41239-024-00448-3
Zhu, W., Huang, L., Zhou, X., Li, X., Shi, G., Ying, J., & Wang, C. (2025). Could AI ethical anxiety, perceived ethical risks and ethical awareness about AI influence university students' use of generative AI products? an ethical perspective. International Journal of Human-Computer Interaction, 41(1), 742-764. https://doi.org/10.1080/10447318.2024.2323277
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Derechos de autor 2025 Nynke Bos, Klaas-Jan Lammers, Andrea Prince van Leeuwen