Artificial Intelligence in higher education: cognitive, emotional, behavioral and ethical attitudes of Latin American students

Abstract

Abstract The rapid expansion of Artificial Intelligence (AI) is transforming higher education, generating opportunities for personalized learning, but also ethical and equity challenges, especially in Latin America. This study analyzes the multidimensional attitudes (cognitive, affective/emotional, behavioral, and ethical) of Latin American university students toward AI, considering personal and academic variables. A quantitative, descriptive, and non-experimental design was used, applied to a sample of 570 students from master’s programs in Educational Technology in Ecuador, Spain, and the Dominican Republic. Data was collected using a questionnaire adapted from the SATAI (Student Attitude Toward Artificial Intelligence) instrument, expanded with an ethical component. Reliability was excellent (total α = 0.96). Data was analyzed using non-parametric tests (Mann–Whitney U, Kruskal–Wallis) and Spearman correlations. Overall attitudes were positive, with the cognitive and behavioral components being the most prominent, while the ethical component showed lower scores. No significant differences were found by gender, but differences were found by country, field of study, and teaching experience. Students with higher self-assessment of their technical and pedagogical knowledge of AI showed more favorable attitudes. Significant correlations were confirmed between the dimensions, especially between the affective dimensions and the intention to use AI. Latin American students show a willingness to incorporate AI, although they require specific ethical and technical training. It is recommended that universities integrate digital ethics literacy programs and clear institutional guidelines that promote the responsible and critical use of AI in higher education.

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