Artificial Intelligence in Higher Education: Predictive Analysis of Attitudes and Dependency Among Ecuadorian University Students

Carla Mendoza Arce (), Jaime Camacho Gavilanes, Edgar Mendoza Arce, Edgar Mendoza Haro and Diego Bonilla-Jurado ()
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Carla Mendoza Arce: Business Administration Program, Faculty of Social Sciences, Commercial Education and Law, Universidad Estatal de Milagro, Milagro 091050, Ecuador
Jaime Camacho Gavilanes: Business Administration Program, Faculty of Social Sciences, Commercial Education and Law, Universidad Estatal de Milagro, Milagro 091050, Ecuador
Edgar Mendoza Arce: Business Administration Program, Faculty of Social Sciences, Commercial Education and Law, Universidad Estatal de Milagro, Milagro 091050, Ecuador
Edgar Mendoza Haro: Business Administration Program, Faculty of Social Sciences, Commercial Education and Law, Universidad Estatal de Milagro, Milagro 091050, Ecuador
Diego Bonilla-Jurado: Centro de Innovación y Transferencia Tecnologica, Instituto Superior Tecnológico España, Ambato 180103, Ecuador

Sustainability, 2025, vol. 17, issue 17, 1-13

Abstract: This study examines the relationship between attitudes toward artificial intelligence (AI) and AI dependency among Ecuadorian university students. A cross-sectional design was used, applying two validated instruments: the Artificial Intelligence Dependence Scale (DAI) and the General Attitudes Toward Artificial Intelligence Scale (GAAIS), with a sample of 540 students. Structural equation modeling (SEM) assessed how both positive and negative attitudes predict dependency levels. Results indicate a moderate level of AI dependency and an ambivalent attitudinal profile. Both attitudinal dimensions significantly predicted dependency, suggesting dual-use behaviors shaped by perceived utility and ethical concerns. Urban students reported higher dependency and greater sensitivity to AI-related risks, highlighting digital inequalities. Although the SEM model showed adequate comparative fit (CFI = 0.976; TLI = 0.973), residual indicators (RMSEA = 0.075) suggest further refinement is needed. This study contributes to underexplored Latin American contexts and emphasizes the need for equity-driven digital literacy strategies in higher education. Findings support pedagogical frameworks promoting critical thinking, ethical reasoning, and responsible AI use. The study aligns with Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities), reinforcing the importance of inclusive, learner-centered approaches to AI integration.

Keywords: artificial intelligence in education; digital literacy; educational equity; higher education; sustainable development (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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