The ethics of using artificial intelligence in the context of students at the San Gregorio University of Portoviejo: challenges and educational proposals.

Abstract

This study analyzes the ethical use of artificial intelligence in university legal education, considering the challenges arising from its increasing integration into academic processes. The issue centers on the need to strengthen ethical awareness, critical thinking, and the responsible use of these tools by law students, in the face of practices that may compromise academic integrity. The overall objective was to promote the ethical, critical, and responsible use of artificial intelligence among law students at the Universidad San Gregorio de Portoviejo through the design and implementation of a training workshop. The theoretical framework was based on academic ethics, critical digital literacy, and the educational use of artificial intelligence in higher education. Methodologically, a mixed-methods approach with an action-research design was adopted. Pre-test and post-test surveys, a field journal, and a workshop were used as pedagogical intervention strategies. The sample consisted of sixth-semester students. The analysis combined descriptive procedures, supplemented by data triangulation and Cronbach’s alpha coefficient to measure reliability. The results showed that, although students recognize the educational potential of artificial intelligence, there are weaknesses in academic transparency and critical thinking. In conclusion, the implementation of pedagogical strategies geared toward ethical reflection strengthens the responsible use of artificial intelligence in higher education.