Study for the Development of Institutional Policies on AI Use by Students at Fundación Universitaria Cervantes San Agustín

Abstract

The integration of generative artificial intelligence in the current educational environment constitutes a reality that challenges current and conventional pedagogical models. In the face of increasing state investment in technology in Colombia, higher education institutions face the challenge of adapting their regulatory structures to these new automated processing tools. The main objective of the project was to analyze the habits and usage characteristics of generative artificial intelligence among students at Fundación Universitaria UniCervantes to guide the formulation of institutional policies for academic use. The research was carried out following a mixed approach with a descriptive scope. Structured surveys were applied to 193 students and 25 teachers from various academic programs, along with a comparative technical evaluation of four virtual assistants using a performance rubric designed to measure the quality and veracity of the generated information. At the conclusion of the study, it was found that 96.7% of the student population employs these technologies, primarily for information search and the development of initial ideas. Teachers present divided views regarding their implementation in the classroom, oscillating between promotion and restriction. In preliminary field tests applied to different AI tools, Perplexity demonstrated a 95% effectiveness in generating content with verifiable bibliographic support. It was concluded that it is essential to establish guidelines that regulate the citation of content generated by artificial intelligence and promote the ethical training of the academic community, prioritizing tools that ensure transparency and scientific rigor.