Uso estratégico de la IA y robots (agentes) en la Institución de Educación superior CUR en Medellín

Abstract

This research explores the issue of limited knowledge and adoption of artificial intelligence (AI) and educational robotics within private higher education institutions in Medellín, despite their proven potential to transform teaching, learning, and administrative processes. The study arises from the need to understand how different university stakeholders perceive these emerging technologies and to identify the institutional conditions that enable or constrain their sustainable integration. A mixed-methods approach with a concurrent triangulated design was employed, combining quantitative surveys administered to students, teachers, and administrative personnel with semi-structured interviews involving experts in education, technology, and ethics. This methodological convergence allowed for a comprehensive analysis that integrated statistical trends and interpretative insights, contrasting acceptance levels with the underlying arguments supporting such perceptions. The findings indicate a positive but cautious attitude toward AI. However, several structural and cultural challenges persist, including insufficient technological infrastructure, high implementation costs, resistance to change, and the lack of institutional policies guiding its ethical use. Conversely, the research identified significant opportunities such as personalized learning, immediate feedback, administrative efficiency, and the promotion of institutional innovation. Overall, the results depict an optimistic yet prudent scenario, emphasizing that the effective and responsible adoption of AI and educational robotics depends on clear institutional strategies, interdisciplinary training programs, and mechanisms for ethical and technological oversight that guarantee sustainability, relevance, and social responsibility.