Aceptación e integración de ChatGPT en la educación universitaria: análisis de percepciones docentes en la carrera de Ingeniería Agronómica y estudiantiles en la asignatura Microbiología Agrícola y de los Bioinsumos de la UNNOBA

Abstract

This study explores the acceptance and integration of ChatGPT as an educational tool in higher education, based on a case study conducted at the National University of Northwestern Buenos Aires (UNNOBA). A practical activity was implemented with students in the Agricultural Microbiology and Bioinputs course, along with a survey for faculty in the Agronomic Engineering program. Results show that students had a positive perception of ChatGPT in terms of usefulness, accuracy, and ease of use, emphasizing its role in concept comprehension, critical thinking, and teamwork. Faculty members, however, were more cautious, with lower usage frequency and concerns related to plagiarism and technological dependence. Despite this, they acknowledged the tool’s potential and expressed interest in training. The study reveals a gap between students’ enthusiasm and faculty’s limited adoption, highlighting the need for institutional support and critical training to promote the effective integration of artificial intelligence in academic settings.

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