El impacto de la inteligencia artificial generativa en educación superior: una mirada desde la ética y la integridad académica

Cinta Gallent Torres; Alfredo Zapata González; José Luis Ortego Hernando

doi:10.30827/relieve.v29i2.29134

Authors

Cinta Gallent Torres University of Valencia, University of the Balearic Islands, Spain https://orcid.org/0000-0002-4260-7594
Alfredo Zapata González Autonomous University of Yucatán, Mexico
José Luis Ortego Hernando University of the Balearic Islands, Spain https://orcid.org/0009-0005-7857-1086

DOI:

https://doi.org/10.30827/relieve.v29i2.29134

Keywords:

ethics, academic integrity, Generative Artificial Intelligence (GAI), higher education

Abstract

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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Author Biographies

Cinta Gallent Torres, University of Valencia, University of the Balearic Islands, Spain

PhD in Educational Intervention at the University of Valencia (UV, Spain). She currently teaches French and translation at the UV. She also tutors end-of-degree projects in the degree in Translation and Interlinguistic Mediation, as well as in the master's degree in Creative and Humanistic Translation. She has taught at the University of Connecticut and the College of Continuing Studies (USA). Her research interests include academic dishonesty, publication ethics, cyber-plagiarism, emerging technologies, second language teaching, and tutoring of university students. She is currently a member of the Institut de Recherche et d'Action sur la Fraude et le Plagiat Académiques (IRAFPA), the Ibero-American Network for Academic Integrity Research (Red-IA), and the Forthem Alliance. (email: cinta.gallent@uv.es)

Alfredo Zapata González, Autonomous University of Yucatán, Mexico

Bachelor in Computer Science at the Autonomous University of Yucatan (UADY, Mexico), Bachelor in Educational Sciences (286-SEP agreement), Master and PhD in Advanced Information Technologies at the University of Castilla-La Mancha (UCLM, Spain). His research work focuses on topics related to digital literacy, data mining and recommender systems applied in educational environments. He has published several articles in indexed journals with impact factor. He is co-author of several book chapters and has participated with papers in several national and international conferences. He is a professor at the Faculty of Education of the UADY. He is currently a member of the National System of Researchers of the National Council of Science and Technology of Mexico at level 1. (email: zgonza@correo.uady.mx)

José Luis Ortego Hernando, University of the Balearic Islands, Spain

Bachelor in Educational Psychology. Disability officer of the University Office for Support to People with Specific Needs at the University of the Balearic Islands (UIB). Associate Professor at the UIB (2005-2011) teaching subjects related to the field of disability and new technologies applied to education. He delivers training courses related to learning and the needs of people with disabilities at various institutions in the Balearic Islands. He is also the coordinator of the Digitalization and Information and Communication Technologies group of the Network of Support Services for Disability at Universities in Spain (SAPDU). (email: jluis.ortego@uib.cat)

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