Impact of artificial intelligence on teaching and learning processes in higher education in Loja
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Abstract
This study aimed to analyze the relationship between the level of use of artificial intelligence tools, digital competencies, perceived pedagogical usefulness, and perceived learning among students at the Instituto Superior Tecnológico Sudamericano, located in Loja, Ecuador. A quantitative research approach was adopted, using a correlational, non-experimental, and cross-sectional design. The accessible population and sample consisted of 60 second-semester students enrolled in the Automotive Mechanics, Graphic Design, and Nursing programs. Data were collected through two five-point Likert-scale questionnaires previously validated by expert judgment. Four composite variables were constructed from the instruments: level of artificial intelligence use, digital competencies, perceived pedagogical usefulness, and perceived learning. Data analysis included descriptive statistics and Spearman's rank correlation coefficient to determine the associations among the study variables. The results revealed positive and statistically significant relationships among all variables, with the strongest association found between perceived pedagogical usefulness and perceived learning. Moderate correlations were also observed between the level of artificial intelligence use, digital competencies, and perceived learning. It is concluded that greater academic adoption of artificial intelligence tools and a more favorable perception of their pedagogical usefulness are associated with more positive perceptions of learning, highlighting their potential to strengthen teaching and learning processes in higher education.
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