Perspectives on the use of generative artificial intelligence ChatGPT and its relationship with academic training in university students

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Original abstract

The lack of regulation and guidance on the use of generative artificial intelligence (AI) ChatGPT in academic training may generate cognitive dependency, affecting the development of students’ critical thinking. The objective of this study was to determine the relationship between perspectives on the use of generative artificial intelligence ChatGPT and the academic training of university students at the Faculty of Educational Sciences (FCEDUC) of the Universidad Nacional del Altiplano de Puno (UNAP), in 2025. The methodology adopted was characterized by a quantitative approach, non-experimental in nature, with a cross-sectional correlational design. The study involved 341 students with a mean age of 21 years, enrolled between the 1st and 10th semesters of the FCEDUC. Data collection employed the survey technique (questionnaire-based survey), using as instruments a questionnaire on the use of generative AI ChatGPT and another on students’ academic training. The results indicated a correlation coefficient of r = 0.258**, evidencing a positive and significant correlation between the use of generative AI ChatGPT and the academic training of university students, with p < 0.01. This suggests that the greater the use of generative AI ChatGPT tools, the greater the tendency toward improvement in aspects related to academic training.

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