Exploring the role of ChatGPT in higher education institutions: Where does Latin America stand?

Abstract

This research examines how stakeholders in higher education institutions in Ecuador, Chile, and Costa Rica are adopting ChatGPT. Unlike existing literature that predominantly focuses on North America, Europe, or Asia, this research shifts the lens to Latin America. Adopting a qualitative approach, the study gathered data through 26 semi-structured interviews with higher education institution decision-makers (9), academic (14), and administrative staff (3), revealing the landscape of ChatGPT adoption and application. The findings show a varied level of ChatGPT adoption across different functions within these institutions, with no apparent contextual differences. While academic staff show a higher level of engagement for enhancing educational and research processes, administrative staff use it to perform day-to-day activities, such as improving writing. The role of ChatGPT in decision-making and transformative policies remains limited. Despite recognizing the potential of ChatGPT to enhance education, decision-makers often mention challenges like discerning between human and artificial intelligence-generated content, fostering critical thinking, and addressing student inequalities. Decision-makers agree on the importance of training to tackle these challenges. The study seeks to help develop a strategic agenda for integrating technologies, such as ChatGPT, in Latin American universities.

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