Internationalization of the Curriculum: How to Assess in the Era of ChatGPT – A Mexican Perspective

Abstract

The aim of this chapter is to characterize how faculty is rethinking assessment and feedback methods in pregrade and posgrade students’ works in light of the impact of artificial intelligence on education. In this era, future managers require digital skills that can be obtained through training. Educators must facilitate dynamic digital learning and embrace the digital culture. In Mexico, it is common that students tend to copy and paste information without citing authors, considering there is no method to verify if the information was extracted from a source. With the rapid use and acceptance of ChatGPT, professors are concerned with the implications in their practice. For this case study, documentary review, participant observation, and field notes techniques were used. A group formed by 30 professors from an economic administrative department were observed. Those professors concluded that they will ask their pregrade and posgrade students for advances per session of every step of a project to verify they are doing the research, analyzing and paraphrasing the information themselves. They will ask for evidence of literature offered by the AI for the study as well as the references generated for each source, so students understand AI is a useful assessing tool.

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