Implicaciones del uso de chatgpt como herramienta pedagógica en el proceso de aprendizaje de estudiantes del programa de administración de empresas

Abstract

This article evidences the implications of the use of artificial intelligence, specifically ChatGPT, as a pedagogical tool in the learning process of students enrolled in the Business Administration program at Universidad Santo Tomás. The accelerated incorporation of generative artificial intelligence tools in higher education has transformed study habits and academic dynamics, particularly in the development of activities such as essays, summaries, critical analyses, and the construction of arguments. The objective of this research is to describe the current reality of learning with the use of ChatGPT in the university context of the Business Administration program, as well as to identify the main factors that motivate its use among students and to establish an analytical basis that allows for understanding its impact on formative processes. The study follows a quantitative–descriptive approach, through the application of structured surveys administered to students across different semesters throughout the academic program. The results evidence a widespread use of ChatGPT among students, especially for the development of academic assignments such as essays, summaries, critiques, and argumentative tasks. Likewise, a high level of theoretical dependence on the tool is identified, associated with factors such as the immediacy of obtaining responses, time optimization, and the perceived ease of fulfilling academic requirements. Based on these findings, propositional guidelines are formulated aimed at promoting a conscious, ethical, and pedagogical use of artificial intelligence in the learning process, with the purpose of strengthening academic autonomy, stimulating critical thinking, and contributing to the development of formative competencies aligned with the current challenges of higher education.