Generative AI among Latin American university students: Usefulness, trust, creativity, and emotions in public and private institutions

Mario Alberto Salazar-Altamirano; Orlando Josué  Martínez-Arvizu; Rafael  Ravina-Ripoll; Victor Mercader

doi:10.54674/ess.v37i2.1097

Mario Alberto Salazar-Altamirano CETYS, University, Tijuana, Mexico https://orcid.org/0009-0005-7110-3378
Orlando Josué Martínez-Arvizu Autonomous University of Tamaulipas, Tampico, Mexico https://orcid.org/0000-0003-3499-5184
Rafael Ravina-Ripoll University of Cádiz, Cádiz, Spain https://orcid.org/0000-0001-7007-3123
Victor Mercader CETYS, University, Tijuana, Mexico https://orcid.org/0000-0002-7586-1062

DOI: https://doi.org/10.54674/ess.v37i2.1097

Keywords: Artificial intelligence, Higher education, University students, Educational innovation, Digital equity, Artificial intelligence; Higher education; Student perceptions; University students; Mexico; Educational innovation; Digital equity

Abstract

Generative Artificial Intelligence (GenAI) has become an emerging resource in higher education, with the potential both to innovate learning processes and to deepen pre-existing inequalities. The aim of this study was to comparatively analyze the perceptions of students from public and private Latin American universities regarding GenAI, considering cognitive dimensions (perceived usefulness, ease of use), attitudinal dimensions (attitude, trust, creativity), and socio-emotional dimensions (enjoyment, positive and negative emotions). A quantitative, cross-sectional, and comparative design was applied, with a sample of 274 students (51.8% from public institutions and 48.2% from private institutions), using a validated questionnaire with high levels of reliability (α > 0.80). Data were analyzed through MANOVA and univariate ANOVAs. The results show that students from private universities report higher perceptions of perceived usefulness, ease of use, and attitude towards GenAI, while emotional experiences (both positive and negative) remain homogeneous across both types of institutions. These findings partially confirm that structural inequalities influence technological adoption, albeit in different ways depending on the construct analyzed. The study concludes that public universities face limitations that may hinder an equitable integration of GenAI, raising risks of digital exclusion. At the educational policy level, it is recommended to strengthen technological infrastructure, promote digital literacy and teacher training programs, and consolidate collaborative networks such as NODESS. Recognizing GenAI as a strategic public good is essential to ensure that its incorporation into higher education contributes to equity and the Sustainable Development Goals.

Author Biographies

Mario Alberto Salazar-Altamirano, CETYS, University, Tijuana, Mexico

Holds a PhD in Strategic Business Management from the Universidad Autónoma de Tamaulipas, an MBA in Finance from Universidad TecMilenio, and a Law degree from Universidad Autónoma de San Luis Potosí. His research focuses on happiness management, workplace well-being, internal marketing, organisational behaviour, and corporate social responsibility within Latin American contexts. He has published in international Scopus- and Web of Science-indexed journals, including BMC Psychology and Corporate Governance: The International Journal of Business in Society. He currently lectures at CETYS Universidad and the Universidad Autónoma de Tamaulipas while also collaborating on international research projects related to artificial intelligence, well-being, and organisational sustainability.

Orlando Josué Martínez-Arvizu, Autonomous University of Tamaulipas, Tampico, Mexico

Holds a degree in Marketing with Honourable Mention and a Master’s in Business Management from the Universidad Autónoma de San Luis Potosí, Mexico. He is currently pursuing a PhD in Strategic Business Management at the Universidad Autónoma de Tamaulipas, where his doctoral research focuses on modelling addictive consumption habits. His research interests include internal marketing, social marketing, consumer behaviour, organisational behaviour, workplace happiness, and well-being. He has published in international journals and book chapters and has received national distinctions from ANFECA for academic excellence in marketing and postgraduate research.

Rafael Ravina-Ripoll, University of Cádiz, Cádiz, Spain

Holds a PhD in Business and Management and is an Associate Professor in Business Organisation at the University of Cádiz, Spain. His research focuses on happiness management, workplace happiness, organisational well-being, social marketing, innovation, tourism, leadership, and sustainable performance. He has an extensive international publication record, with more than 170 scholarly works, including articles, books, book chapters, and datasets indexed in Scopus and Web of Science. He has also served as a guest editor and reviewer for numerous international journals, contributing actively to the development of happiness management as an interdisciplinary field.

Victor Mercader, CETYS, University, Tijuana, Mexico

Holds an EdD from the University of South Florida, an MSc in Civil Engineering from the University of Salford, and a Civil Engineering degree from the Universidad Central de Venezuela. He is a Professor at CETYS Universidad, Mexico, where he has also served as MBA Coordinator. His academic and professional trajectory integrates education, engineering, business ethics, leadership, teamwork, productivity, sustainability, and workplace well-being. He has published scholarly work on ethical value, social mission, corporate social responsibility, innovation, and employee happiness and is a member of the European Academy of Management and Business Economics.