Generative artificial intelligence (GAI) as a pedagogical strategy in higher education
DOI:
https://doi.org/10.35622/Keywords:
active learning, artificial intelligence, blended learning, expert systemAbstract
Generative artificial intelligence (GAI) is a natural language model that imitates patterns learned from datasets to create content such as text, images, music, or videos. Its educational use makes it possible to design pedagogical strategies aimed at critical thinking, creativity, and problem solving to support students in their learning processes. The aim of this study was to identify learning experiences related to the use of GAI as a pedagogical strategy. A non-experimental research design with a quantitative approach was used, with a non-probabilistic sample of higher-education teachers who teach learning units. The results show that 51% use GAI–ChatGPT to design pedagogical strategies, 64% to optimize their classroom functions, and 60% to improve learning experiences. Regarding the completion of school tasks, 53% of the teaching staff consider that GAI enriches course content, contributes to information searching, and streamlines the development of activities. It is concluded that learning experiences in the use of GAI are still limited, which calls for reflective processes on the role of teachers, as well as on the use of technological tools and teaching–learning methodologies in students’ education.
References
Al Shloul, T., Mazhar, T., Abbas, Q., Iqbal, M., Ghadi, Y. Y., Shahzad, T., ... & Hamam, H. (2024). Role of activity-based learning and ChatGPT on students' performance in education. Computers and Education: Artificial Intelligence, 6, 100219. https://doi.org/10.1016/j.caeai.2024.100219
Alkaabi, A., Abdallah, A., Alblooshi, S., Alomari, F., & Alneaimi, S. (2025). ChatGPT in higher education: Opportunities, challenges, and required competencies in the absence of guiding policies. Journal of Education and E-Learning Research, 12(2), 153–164. https://doi.org/10.20448/jeelr.v12i2.6746
Álvarez Cáceres, R. (1994). Estadística multivariante y no paramétrica con SPSS: Aplicación a las ciencias de la salud. Ediciones Díaz de Santos.
Annamalai, N., Bervell, B., Okoree, M. D., & Papa, K. A. R. (2025). Artificial intelligence in higher education: Modelling students’ motivation for continuous use of ChatGPT based on a modified self-determination theory. Computers and Education: Artificial Intelligence, 8, 100346. https://doi.org/10.1016/j.caeai.2024.100346
Artiz, E. L. (2 de enero de 2024). ChatGPT no es infalible: Sus errores más comunes. Universitat Oberta de Catalunya. https://goo.su/tiIvqs
Baldikov, N. (28 de julio de 2025). The power of ChatGPT: Everything you need to know about the latest AI chatbot use cases and trends. InBound Blogging. https://inboundblogging.com/chatgpt/
Bengueddach, A., & Boudia, C. (2024). ChatGPT in higher education: Advantages, limitations, and perspectives. Eleph. https://aleph.edinum.org/11215?lang=en#main-footer
Cajo-Torres, M., Ochoa-Icaza, S., Marín-Figuera, M., & Yánez Cando, X. O. (2024). ChatGPT como herramienta pedagógica en la metodología de Aprendizaje Basado en Proyectos. 593 Digital Publisher CEIT, 9(4), 197-209. https://doi.org/10.33386/593dp.2024.4.2493
Chesniuk, S. (5 de agosto de 2021). Pruebas no paramétricas. https://metroquimica.net/blogs/news/pruebas-no-parametricas
Choque Larrauri, R. (2009). Ecosistema educativo y fracaso escolar. Revista Iberoamericana de educación, 49(4), 1-9. https://rieoei.org/rie/article/view/2086
Cornejo Álvarez, J. F., Cárdenas Gándara, T. de J. ., & Frausto Loera, M. Ángel . (2025). Perspectivas sobre el uso del ChatGPT en el contexto universitario. Punto Cunorte, 11(20), e20219. https://doi.org/10.32870/punto.v1i20.219
Delgadillo, A., & González, C. (4 de octubre de 2023). 5 consejos para usar ChatGPT en la docencia y fomentar el aprendizaje. CONECTA, Tecnológico de Monterrey. https://goo.su/fFfqf0f
Dempere, J., Modugu, K., Hesham, A., & Kumar, R. L. (2023). The impact of ChatGPT on higher education. Frontiers in Education, 8, 1-13. https://doi.org/10.3389/feduc.2023.1206936
Digital Business School. (2023). Inteligencia artificial generativa (IAG): ¿Qué es? ISDI. https://goo.su/tHDnX9
ELEInternacional. (11 de noviembre de 2021). ¿Cuáles son las metodologías activas de aprendizaje más utilizadas en el aula? https://goo.su/j1fl7BM
Expósito, J. (31 de setiembre de 2024). 10 razones por las que usar ChatGPT en educación. https://goo.su/VGnli6
García Sánchez, O. V. (2023). Uso y percepción de ChatGPT en la educación superior. Revista de Investigación en Tecnologías de la Información, 11(23), 98–107. https://doi.org/10.36825/RITI.11.23.009
García-López, I. M., González, C. S. G., Ramírez-Montoya, M. S., & Molina-Espinosa, J. M. (2025). Challenges of implementing ChatGPT on education: Systematic literature review. International Journal of Educational Research Open, 8, 100401. https://doi.org/10.1016/j.ijedro.2024.100401
González-García, S., Loreto-Gomez, G., & Rodríguez-Arce, J. (2025). Enhancing challenge-based learning with ChatGPT and product design methodologies. Apertura, 17(1), 70-85. https://doi.org/10.32870/Ap.v17n1.2593
Guzmán-Valdivia, C. H. (2024). El impacto de ChatGPT en la educación superior: Promesas y riesgos. Revista Politécnica de Aguascalientes, 4(3), 1-7. https://goo.su/u1sUfxT
Herrera Castrillo, C. J. (2024). Paradigma positivista. Boletín Científico De Las Ciencias Económico Administrativas Del ICEA, 12(24), 29–32. https://doi.org/10.29057/icea.v12i24.12660
Hurtado León, I., & Toro Garrido, J. (2005). Paradigmas y métodos de investigación en tiempos de cambio (5ª ed.). Episteme Consultores Asociados.
Jenay, R. (26 de febrero de 2024). El futuro de la IA en la educación superior: Estudio del panorama de IA de EDUCAUSE 2024. EDUCAUSE. https://goo.su/7o17xrU
Krueger, I. (23 de febrero de 2023). 10 maneras sencillas de usar ChatGPT para profesores. ISTE. https://goo.su/XBzzFtY
León Urquijo, A. P., Risco del Valle, V. E., & Alarcón Salvo, C. (2014). Estrategias de aprendizaje en educación superior en un modelo curricular por competencias. Revista de la Educación Superior, 43(172). https://www.redalyc.org/articulo.oa?id=60432737006
Liao, Z. (2024). The pros and cons of chatgpt application in higher education - how to be a "middleman" correctly. Highlights in Business, Economics and Management, 45, 784-788. https://doi.org/10.54097/kdqm0k57
Mai, D. V. C., & Hanh, V. N. (2024). The use of ChatGPT in teaching and learning: A systematic review through SWOT analysis approach. Frontiers in Education, 9, 1328769. https://doi.org/10.3389/feduc.2024.1328769
Masqueclases. (s.f.). 10 Formas Innovadoras de Utilizar ChatGPT en Educación. Masqueclases. Recuperado el 2 de junio de 2025, de https://goo.su/abRiRqk
MODI. (29 de marzo de 2023). Qué es y cómo usar ChatGPT. https://goo.su/T95I23j
Neendoor, S. (9 de febrero de 2024). AI in Education Startups: Pioneering the Future of Learning. Hurix Digital. https://goo.su/us6ze
Proctorizer. (s.f.). ChatGPT en la educación: Ventajas y desafíos en el aula. Recuperado el 14 de mayo de 2025 de https://goo.su/U07oLDG
Radeva, M. (15 de febrero de 2024). GUEST POST: The benefits and risks of ChatGPT for education. The Learning Scientists. https://www.learningscientists.org/blog/2024/2/15-1
Raptopoulou, A. (2025). ChatGPT in Higher Education: Supporting Academic Literacy Through ChatGPT‐Based Activities. European Journal of Education, 60(2), e70131. https://doi.org/10.1111/ejed.70131
Rubin, L., & Del Valle Gomez, B. (2004). Estadística para administración y economía. Pearson Educación.
Sánchez Trujillo, M. de los Ángeles, Rodríguez Flores, E. A., & Suárez Pizzarello, M. (2024). Chat GPT como herramienta pedagógica y didáctica para docentes en formación. Maestro Y Sociedad, 21(1), 285–299. https://goo.su/ujaaPbG
Segarra Ciprés, M., Grangel Seguer, R., & Belmonte Fernández, Óscar. (2024). ChatGPT como herramienta de apoyo al aprendizaje en la educación superior: una experiencia docente. Revista Tecnología, Ciencia Y Educación (28), 7–44. https://doi.org/10.51302/tce.2024.19083
Sigüenza Orellana, J., Andrade Cordero, C. ., & Chitacapa Espinoza, J. (2024). Validación del cuestionario para docentes: Percepción sobre el uso de ChatGPT en la educación superior. Revista Andina de Educación, 8(1), 000816. https://doi.org/10.32719/26312816.2024.8.1.6
Suniaga, A. (2019). Metodologías Activas: Herramientas para el empoderamiento docente. Revista Docentes 2.0, 7(1), 65–80. https://doi.org/10.37843/rted.v7i1.27
Terwiesch, C. (17 de enero de 2023). Would Chat GPT get a Wharton MBA? A prediction based on its performance in the Operations Management course. University of Pennsylvania. https://goo.su/T4PLEH
Velázquez, A. (s.f.). ¿Qué son las pruebas no paramétricas? Question Pro. https://www.questionpro.com/blog/es/pruebas-no-parametricas/
Wang, J., & Fan, W. (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis. Humanities and Social Sciences Communications, 12(1), 1-21. https://doi.org/10.1057/s41599-025-04787-y
Yim, I. H. Y., & Wegerif, R. (2024). Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students. Future in Educational Research, 2(4), 318-345. https://doi.org/10.1002/fer3.65
Zhao, Y., Li, Y., Ma, S., Xu, Z., & Zhang, B. (2025). A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments. Computers & Education, 230, 105279. https://doi.org/10.1016/j.compedu.2025.105279
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Cruz Lozano-Ramirez (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
