The challenge of incorporating ChatGPT into universities

Artificial intelligence (AI) is a technology that has advanced significantly in recent decades and has changed the way we interact with the world. He has made significant advances in medicine, industry and education, among other sectors. Nowadays a branch that is the Artificial Intelligence Text Generators (AITG), led by ChatGPT, is generating expectations.

The recent news that the Institute of Political Science in Paris has banned the use of ChatGPT and other AI tools to prevent fraud and plagiarism, has aroused an interesting debate.

Should universities resist or should they adopt Artificial Intelligence in learning processes?

In some people, AI can generate some fear or resistance, and they wonder if it is really necessary to incorporate it into education. I am convinced that AI can significantly improve the quality of student learning as well as the efficiency of teaching by teachers.

Today companies are beginning to use this technology. Increasing familiarity with AI, and knowing how to use it, will be a critical competence for our students in their future work, therefore, if it is not the universities that collaborate with the development of this competence, who?

At the university level, AI can be used to improve the quality of teaching and learning. For example, personalized tutoring systems can be created, which adapt to the pace and learning style of each student, allowing a better understanding and assimilation of the contents. You can also identify learning patterns in students, for a better orientation of educational processes.

Teachers are favored by their use, for example, to prepare additional resources, cases, exercises or create attractive educational content for a better learning experience.

It also has its dangers, so identifying them is key. Perhaps the most worrying is the fraudulent use, which is not new, given that at the time with the arrival of the internet it already happened.

It should be noted that AITGs are not perfect and sometimes have biases, limitations and inaccuracies in responding. The biggest problem is its identification, since the answers are coherent, and the mind relates coherence with truth: when we do not know about a subject, if we are shown something coherent, our brain perceives it as a truth.

It should be noted that the incorporation of AI in universities must be done in a responsible and planned manner. It is essential that the ethical and legal aspects of its use are taken into account, and that it is guaranteed that its implementation is useful in the learning process.

It should be noted that AI does not replace teachers, but is complementary, since it allows improving the quality of teaching and learning, but the role of the teacher as a guide and guide in the educational process will always be necessary.

It is still uncertain whether AI will be the next milestone that will change the relationship between humans and technology, as Google or the printing press were. However, we know that the process of adapting to this technology is happening much faster.

Teachers need to think of creative ways to apply these changes to their content and skills for the benefit of their students. We must accept AI, like ChatGPT, as an ally that helps us teach better, learn more and work more efficiently.

Gustavo Adamovsky is Dean of the Faculty of Business Sciences at UCES