Implementation of Artificial Intelligence in Undergraduate Teaching: Perceptions of Academic Vice-Rectors at Chilean State Universities
Keywords:
Artificial Intelligence, Higher Education, Pedagogical Transformation, Undergraduate Teaching, Extended Intelligence.
Abstract
This research analyzes the integration of Artificial Intelligence (AI) into undergraduate teaching from the perspective of Academic Vice-Rectors at Chilean state universities. The study addresses the transformative potential of AI, the current state of institutional adoption, and the challenges for its effective implementation in face-to-face teaching. A qualitative, interpretive-constructivist, exploratory, and descriptive study was carried out through semi-structured interviews with six Academic Vice-Rectors of state universities, intentionally selected and geographically distributed in three areas of the country, following specific inclusion criteria, to then carry out content analysis. The analysis revealed that AI emerges as a potential "third subject" in educational interactions, shaping the concept of “Augmented Intelligence”, which suggests a radical reconfiguration of pedagogical processes. It was evident that the effective integration of AI transcends technological adaptations, requiring institutional, cultural, educational, regulatory, and conceptual transformations that are currently in their early stages. The findings reveal a critical moment of paradigmatic transition where the main challenges are fundamentally epistemological, ethical, and pedagogical. The research concludes that systemic responses are required that simultaneously address multiple dimensions, from regulatory frameworks to pedagogical transformations. It is crucial to establish inter-institutional spaces for dialogue and collaborative research to develop strategies that allow for leveraging the potential of AI in undergraduate teaching at state universities.
References
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Kroff, F., & Vera, R. (2023). Inteligencia artificial en la educación universitaria. Revista Espacios, 45(5), 9. https://doi.org/10.48082/espacios-a24v45n05p09
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Shen, M., Shen, Y., Liu, F., & Jin, J. (2025). Prompts, privacy, and personalized learning: Integrating AI into nursing education—a qualitative study. BMC Nursing, 24, Article 470. https://doi.org/10.1186/s12912-025-03115-8
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Wong, W., Aristidou, A., & Scheuermann, K. (2025). The future of learning or the future of dividing? Exploring the impact of general artificial intelligence on higher education. Data & Policy, 7, e1011. https://doi.org/10.1017/dap.2025.10011
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Brayan Díaz, & Nussbaum, M. (2024). Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence. Computers & Education, 217, Article 105071. https://doi.org/10.1016/j.compedu.2024.105071
Cazau, P. (2006). Introducción a la investigación en Ciencias Sociales. https://www.academia.edu/39274663/Pablo_Cazau_INTRODUCCI%C3%93N_A_LA_INVESTIGACI%C3%93N_EN_CIENCIAS_SOCIALES
Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (CPEIP). (2025, 13 de junio). Marco orientador de competencias digitales docentes. Ministerio de Educación. Recuperado de https://www.cpeip.cl/marco-orientador-competencias-digitales/
Consejo de Rectores de las Universidades Chilenas (CRUCH). (2023, 19 de octubre). Nueva directiva de Comisión de Vicerrectores/as Académicos/as presenta lineamientos estratégicos 2023-2025. Consejo de Rectores de las Universidades Chilenas. https://consejoderectores.cl/2023/10/19/nueva-directiva-de-comision-de-vicerrectores-as-academicos-as-presenta-lineamientos-estrategicos-2023-2025/
Chang, S. C., & Chang, Y. C. (2026). Teaching practices and effectiveness evaluation of AI courses assisted by large language models. In H. Fujita, Y. Watanobe, M. Ali, & Y. Wang (Eds.), Advances and trends in artificial intelligence. Theory and applications. IEA/AIE 2025. Lecture Notes in Computer Science (Vol. 15707, pp. 89–100). Springer. https://doi.org/10.1007/978-981-96-8892-0_8
Dembitska, S., Kobylianskyi, O., Nahorniak, S., Puhach, V., & Tatarchuk, V. (2025). Usage of artificial intelligence for the individualization of learning in the institutions of higher education. In Futureproofing engineering education for global responsibility: Proceedings of the 27th International Conference on Interactive Collaborative Learning (ICL2024), Volume 1 (pp. 199–207). Springer. https://doi.org/10.1007/978-3-031-85652-5_21
Digital Education Council. (2025). Global AI Faculty Survey 2025: Key findings on adoption, literacy, and institutional support. https://www.winssolutions.org/ai-challenges-training-gaps-universities/
Donoso Díaz, S. (2024). La política educacional chilena en el presupuesto 2024: Tendencias, lógicas y desafíos. Educação & Sociedade, 45, e286423. https://doi.org/10.1590/ES.286423
Espejo Aubá, P. C. (2024). La Inteligencia Artificial en educación: percepciones y saberes de los docentes. European Public & Social Innovation Review, 9, 1–19. https://doi.org/10.31637/epsir-2024-898
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (30th anniversary ed.). Basic Books.
Gardner, H. (2003). Multiple intelligences after twenty years (Vol. 21). American Educational Research Association.
Gardner, H. (2022, 16 de junio). Pedagogical (teaching) intelligence: Some intriguing findings. Multiple Intelligences Oasis. https://www.multipleintelligencesoasis.org/blog/2022/6/16/pedagogical-teaching-intelligence-some-intriguing-findings
Ganguli, D., et al. (2022). Predictability and surprise in large generative models. In FAccT '22: Proceedings of the 2022 ACM Conference on Fairness, Accountability, and Transparency (pp. 1747–1764). https://doi.org/10.1145/3531146.3533229
Gilson, A., Safranek, C. W., Huang, T., Socrates, V., Chi, L., Taylor, R. A., et al. (2023). How does ChatGPT perform on the United States medical licensing examination? The implications of large language models for medical education and knowledge assessment. JMIR Medical Education, 9(1), Article e45312. https://doi.org/10.2196/45312
Guzmán, A. L., & Lewis, S. C. (2019). Inteligencia artificial y comunicación: Una agenda de investigación en comunicación hombre máquina. New Media & Society, 22(1), 70–86. https://doi.org/10.1177/1461444819858691
Holmes, W., & Miao, F. (2023). Guía para el uso de IA generativa en educación e investigación. UNESCO Publishing. https://doi.org/10.54675/EWZM9535
Holmes, W., & Tuomi, I. (2022). Futures of artificial intelligence in education. European Journal of Education, 57(4), 531–691. https://doi.org/10.1111/ejed.12533
Kroff, F., & Vera, R. (2023). Inteligencia artificial en la educación universitaria. Revista Espacios, 45(5), 9. https://doi.org/10.48082/espacios-a24v45n05p09
Krippendorff, K. (1980). Metodología de análisis de contenido: Teoría y práctica. Paidós.
Kyambade, M., Namatovu, A., & Male Ssentumbwe, A. (2025). Exploring the evolution of artificial intelligence in education: From AI guided learning to learner personalized paradigms. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2505297
Lago Ávila, M. J., & Pérez Hurtado, M. (2024). La IA en la educación superior: Formando profesionales más competitivos y empleables. European Public & Social Innovation Review, 9, 1–21. https://doi.org/10.31637/epsir-2024-859
Levari, D., Gilbert, D., & Wilson, T. (2022). Tips from the top: Do the best performers really give the best advice? Psychological Science, 33(5), 685–698. https://doi.org/10.1177/09567976211054089
Litardo, J. T., Wong, C. R., Ruiz, S. M., & Benites, K. P. (2023). Retos y oportunidades docente en la implementación de la inteligencia artificial en la educación superior ecuatoriana. South Florida Journal of Development, 4(2), 867–889. https://doi.org/10.46932/sfjdv4n2-020
Martínez Rolan, X. M., Cabezuelo Lorenzo, F., & Oliveira, L. (2025). Los nuevos escenarios de la sociedad digital ante el reto de la Inteligencia Artificial Generativa (IA). Encontros Bibli: Revista Electrónica de Bibliotecología y Ciencias de la Información, 30, 1–7. https://doi.org/10.5007/1518-2924.2025.e105080
Ministerio de Ciencia, Tecnología, Conocimiento e Innovación. (2021). Política Nacional de Inteligencia Artificial Chile (2021). https://minciencia.gob.cl/uploads/filer_public/4a/ce/4acec1c3-9219-46bb-b78f-74f851c3403d/plan_de_accion_ia_v2.pdf
Ministerio de Ciencia, Tecnología, Conocimiento e Innovación. (2024). Política Nacional de Inteligencia Artificial: Actualización 2024. Gobierno de Chile. https://cens.cl/wp-content/uploads/2024/05/Politica-Nacional-de-IA-Actualizada-2-05.pdf
Morales García, W. C., Sairitupa Sanchez, L. Z., Flores Paredes, A., Pascual Mariño, J., & Morales García, M. (2025). Influence of self efficacy in the use of artificial intelligence (AI) and anxiety toward AI use on AI dependence among Peruvian university students. Data and Metadata, 4, 210. https://doi.org/10.56294/dm2025210
Moravec, J. W., & Martínez Bravo, M. C. (2023). Global trends in disruptive technological change: Social and policy implications for education. On the Horizon, 31(3/4), 147–173. https://doi.org/10.1108/OTH-02-2023-0007
OpenAI. (2023). ChatGPT: Optimizing language models for dialogue. https://openai.com/blog/chatgpt/
Ojeda, A. D., Solano Barliza, A. D., Alvarez, D. O., & Cárcamo, E. B. (2023). Análisis del impacto de la inteligencia artificial ChatGPT en los procesos de enseñanza y aprendizaje en la educación universitaria. Formación universitaria, 16(6), 61–70. https://doi.org/10.4067/S0718-50062023000600061
Ossa, C., & Willatt, C. (2023). Uso de inteligencia artificial generativa para retroalimentar escritura académica en procesos de Formación Inicial Docente. European Journal of Education and Psychology, 16(2), 1–16. https://doi.org/10.32457/ejep.v16i2.2412
Pedraja Rejas, L. M., Marchioni Choque, I. A., Espinoza Marchant, C. J., & Muñoz Fritis, C. P. (2020). Leadership and organizational culture as influencing factors in the quality of higher education: Conceptual analysis. Formación universitaria, 13(5), 3–14. https://doi.org/10.4067/S0718-50062020000500003
Piedra, J. (2025). Desafíos políticos y normativos de la inteligencia artificial: Aspectos generales para su discusión en América Latina. Astrolabio: Revista Internacional De Filosofía, 1(30), 1–17. https://doi.org/10.1344/astrolabio.v1i30.50112
Punziano, G. (2025). Adaptive epistemology: Generative AI adoption as a paradigm shift in social sciences. Societies, 15(7), 205. https://doi.org/10.3390/soc15070205
Quintana Bernal, M. R., Sancan Rivera, M. J., Landázuri Castillo, M. V., Abril Cócheres, D. G., & Mora Pita, M. E. (2024). Globalización y cultura: Impacto de la integración económica y tecnológica en identidades sociales y tradiciones locales globales y locales. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 5(4), 1616–1637. https://doi.org/10.56712/latam.v5i4.2364
Rodríguez, G., Gil, J., & García, E. (1999). Metodología de la investigación cualitativa. Ediciones Aljibe.
Schmidt, E. (2025, 5 de junio). Eric Schmidt alerta sobre el avance imparable de la inteligencia artificial. Infobae. https://www.infobae.com/tecno/2025/06/05/eric-schmidt-alerta-sobre-el-avance-imparable-de-la-inteligencia-artificial/
Shen, M., Shen, Y., Liu, F., & Jin, J. (2025). Prompts, privacy, and personalized learning: Integrating AI into nursing education—a qualitative study. BMC Nursing, 24, Article 470. https://doi.org/10.1186/s12912-025-03115-8
Sisman Ugur, S. (2025). Integrating AGI and transhumanist technologies into education: An integrative cognitive enhancement framework and ethical implications. In M. Iklé, A. Kolonin, & M. Bennett (Eds.), Artificial General Intelligence. AGI 2025. Lecture Notes in Computer Science (Vol. 16058, pp. 231–249). Springer. https://doi.org/10.1007/978-3-032-00800-8_21
Sjödin, D., et al. (2021). How AI capabilities enable business model innovation: Scaling AI through co evolutionary processes and feedback loops. Journal of Business Research, 134, 574–587. https://doi.org/10.1016/j.jbusres.2021.05.009
Sposato, M. (2025). Artificial intelligence in educational leadership: A comprehensive taxonomy and future directions. International Journal of Educational Technology in Higher Education, 22(1), Article 517. https://doi.org/10.1186/s41239-025-00517-1
UK Government. (2023, 1 de noviembre). The Bletchley Declaration by countries attending the AI Safety Summit, 1–2 November 2023. Department for Science, Innovation and Technology; Foreign, Commonwealth & Development Office; Prime Minister's Office. https://www.gov.uk/government/publications/ai-safety-summit-2023-the-bletchley-declaration
UNESCO. (2021). Recommendation on the ethics of artificial intelligence. https://unesdoc.unesco.org/ark:/48223/pf0000380455
UNESCO. (2023). La inteligencia artificial: Necesitamos una nueva educación. https://unesdoc.unesco.org/ark:/48223/pf0000386262/PDF/386262spa.pdf.multi
UNESCO. (2023, 7 de septiembre). Guidance for generative AI in education and research [Guía global sobre inteligencia artificial generativa en educación e investigación]. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research
UNESCO. (2024). AI competency framework for teachers. Competencias docentes en IA. https://unesdoc.unesco.org/ark:/48223/pf0000391104
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Published
2026-05-30
How to Cite
Lecaros Alvarado , A. F., Espinoza Díaz , Óscar G., Thayer Morel, T. P., & Alvarado Chávez, M. E. (2026). Implementation of Artificial Intelligence in Undergraduate Teaching: Perceptions of Academic Vice-Rectors at Chilean State Universities. Higher Education and Society Journal (ESS), 37(2), 46-67. https://doi.org/10.54674/ess.v37i2.1090
Section
Articles Thematic Dossier
Copyright (c) 2025 Alberto Félix Lecaros Alvarado, Óscar Germán Espinoza Díaz , Tomás Pedro Thayer Morel, María Elizabeth Alvarado Chávez
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