Perceptions of Artificial Intelligence and Its Impact on Academic Integrity Among University Students in Peru and Chile: An Approach to Sustainable Education

Sam M. Espinoza Vidaurre (), Norma C. Velásquez Rodríguez, Renza L. Gambetta Quelopana, Ana N. Martinez Valdivia, Ernesto A. Leo Rossi and Marco A. Nolasco-Mamani
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Sam M. Espinoza Vidaurre: Postgraduate School (REDES), Private University of Tacna, Tacna 23001, Peru
Norma C. Velásquez Rodríguez: Faculty of Economics and Commercial Sciences, Sedes Sapientiae Catholic University, Los Olivos 15301, Peru
Renza L. Gambetta Quelopana: Architecture Department, Private University of Tacna, Tacna 23001, Peru
Ana N. Martinez Valdivia: Architecture Department, Private University of Tacna, Tacna 23001, Peru
Ernesto A. Leo Rossi: Newman Postgraduate School (REDES), Tacna 23001, Peru
Marco A. Nolasco-Mamani: Postgraduate School (REDES), Private University of Tacna, Tacna 23001, Peru

Sustainability, 2024, vol. 16, issue 20, 1-24

Abstract: In a context where artificial intelligence (AI) is transforming higher education, this study analyzes how students’ perceptions of AI influence their academic integrity (INA), with a focus on sustainable education. Through a correlational-explanatory analysis based on Structural Equation Models (SEMs) applied to a sample of 659 students from 13 universities in Chile and Peru, it is observed that AI has a significant and direct impact on academic integrity in both countries (β = 0.44). In Peru, the most influential dimension is trust in education (λ = 0.86), followed by social, economic, security, and risk implications (λ = 0.78), while attitudes towards AI also have a direct impact on integrity factors (β = 0.15). In Chile, the dimensions of trust in education (λ = 0.83) and social and economic impact (λ = 0.79) are most relevant, and the relationships between the dimensions of academic integrity such as justice, respect, and responsibility (λ = 0.71) are stronger. The study highlights the importance of incorporating AI literacy into educational curricula and developing regulatory frameworks that promote its ethical use, linking these actions to sustainable education. The findings highlight the need for sustainable educational approaches that enhance understanding of AI and ensure that its use in academia is beneficial, ethical, and contributes to sustainable development.

Keywords: artificial intelligence; academic integrity; students; sustainable education; SDG4; quality education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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