Acceso usuarios
Jarumi Aguilar-Guggembuhl, Eulalia Ventura Mojica, Lorenzo Ávila García, Guadalupe Nayeli Valdivia Villanueva
Objective: This study identify the impact of AI usage among students at the Instituto Tecnológico de Estudios Superiores de Chalco, Mexico, in order to determine the most commonly used academic activities for learning and the effect on academic performance.
Theoretical Framework: The use of Artificial Intelligence (AI) as a tool for university students is becoming increasingly common, drawing the attention of various authors, as noted by Gamboa et al. (2025). Despite advantages such as personalized learning, increased efficiency in administrative tasks, and improved communication, there are also disadvantages, including data privacy concerns, excessive dependence on AI, and ethical considerations.
Method: A convenience sample was selected based on the inclusion criteria: university students from the Technological Institute of Chalco, men and women aged 17 to 34, who were willing to participate in the study. Exclusion criteria were: students who did not wish to participate in the survey and those who did not answer the instrument correctly. A total of 238 students were considered, corresponding to 12% of the population. This sample size is based on the Central Limit Theorem. The data collection instrument was applied, which corresponds to a survey designed by the working group and consists of 19 questions divided into three sections.
Results and Discussion: As a result, 238 responses were collected, representing 12% of the total student body, with 99.6% of respondents reporting that they use AI tools. The most frequent uses include information retrieval, text translation, problem-solving, and image generation. While the majority of respondents did not report perceiving an impact on their academic formation, some highlighted the importance of independently developing ethical and moral values to ensure the responsible use of AI. We conclude that AI is undeniably a support tool in managing the teaching-learning process, though it necessitates the promotion of ethical and moral values. Students should be encouraged to use these tools to strengthen their academic and professional training, while avoiding increased dependency on technology, fostering effort, and complementing—rather than replacing—other learning tools.
Research Implications: This research provides an in-depth analysis of the use and adoption of AI tools, offering evidence on how these technologies are transforming educational processes. The findings serve as a foundation for institutional policy-making aimed at promoting teacher training, digital infrastructure, and curriculum design aligned with 21st-century competencies.
Originality/Value: This is a pioneering study that addresses, from a contextualized and applied perspective, the integration of AI tools in a technological university located in eastern Mexico—a region that faces specific challenges in terms of infrastructure and access to emerging technologies. The originality of the study lies in its combination of quantitative and qualitative analysis to evaluate not only the extent of AI usage, but also students’ perceptions, the barriers they face, and the opportunities they identify. The value of this research lies in its provision of key inputs for designing educational digital transformation strategies adapted to regional contexts, helping to reduce technological gaps and improve the quality of education in technological higher education institutions.
