Use of Artificial Intelligence among Pedagogy-Psychology students at the University of Matanzas

Abstract

Objective: To characterize the academic use of artificial intelligence (AI) among students in the Pedagogy-Psychology program at the University of Matanzas. Methods: A validated questionnaire with a Likert-type scale, adapted to the research interests, was applied, through which the students expressed their self-perception about the categories that grouped the different items. The SWOT matrix was applied, which provided valuable results to guide improvement. Results: All of the students use AI tools in a basic way. They mostly use them to search for information to get answers for learning tasks, although they believe they could learn more about it. Overall, they have a positive view of its usefulness and acknowledge the need to use it ethically. Conclusions: It was shown that they see the usefulness of AI, but its integration into learning is focused on low-level cognitive tasks. There are a solid ethical foundation and no addiction, which is positive; however, the limited use for analysis, translation, and synthesis, along with a noticeable digital gap, requires designing institutional and teaching strategies that combine training in digital skills, equitable access, and the promotion of advanced academic uses with AI.