The quality of higher education in the digital age: indicators, assurance models and the impact of artificial intelligence
DOI:
https://doi.org/10.56294/dm2025855Keywords:
Generative artificial intelligence, university education, critical thinking, personalized learning, formative assessment, educational qualityAbstract
Artificial intelligence (AI) has become a key element in the transformation of higher education, impacting both teaching models and educational quality assurance. This study uses a mixed approach that combines a literature review with an empirical analysis based on applied research with teachers and students in Latin America. The results indicate a growing use of AI in the academic field, with different opinions about its effectiveness and reliability. While its potential to personalize learning and optimize educational management is widely recognized, concerns also arise regarding regulation, the authenticity of student work, and the need to establish appropriate regulatory frameworks for its implementation.
The quantitative results stand out, showing a progressive adoption of AI in educational practices, with 35,2% of students using it daily and 27.3% of teachers integrating it several times a week. In addition, variations in the perception of AI are identified according to academic discipline, level of study, and experience in the use of digital tools. The debate highlights the need to integrate AI into education in a strategic and ethical manner, ensuring that its impact is positive and contributes to strengthening the quality of education in the digital age. Finally, the study highlights the importance of developing regulations that establish clear criteria for the incorporation of AI in the academic field, ensuring a balance between innovation and fundamental pedagogical principles.
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Copyright (c) 2025 Pedro Antonio Saltos García, Alicia Carmita Vasquez Rodas, César E Morán Castro, Roger Santiago Peñaherrera Andrade (Author)
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