Inteligencia artificial en educación superior: integridad académica y nuevas formas de escritura

Eduardo Santiago Ruiz; Alfredo Gabriel Esteban Páramo Chávez

doi:10.33010/ie_rie_rediech.v16i0.2225

Authors

Eduardo Santiago Ruiz Universidad Pedagógica Nacional, México https://orcid.org/0000-0001-9450-2885
Alfredo Gabriel Esteban Páramo Chávez Universidad Pedagógica Nacional, Unidad 095, Ciudad de México https://orcid.org/0009-0007-6325-8809

DOI:

https://doi.org/10.33010/ie_rie_rediech.v16i0.2225

Keywords:

writing (composition), artificial intelligence, academic literacy, higher education, ChatGPT

Abstract

This article aims to analyze the use of Artificial Intelligence (AI) in the university setting, focusing on how students integrate this technology into the different phases of the writing process and its relationship with academic dishonesty. A mixed-methods design was adopted, combining descriptive statistics, a correlational study, and thematic analysis of open-ended questions. An instrument was applied to a probabilistic sample of 389 participants from the Universidad Pedagógica Nacional. In the writing process, AI is primarily used in the planning and data-gathering phases but is underutilized in revision and feedback. Participants mainly perceive dishonesty as the complete production of assignments using AI, and 53.7% admit to having used it dishonestly at least once in their written work. A moderate negative correlation (Rho = –0.33, p-value < 0.001) was observed between writing strategies and academic dishonesty, indicating that those with weaker writing skills are more prone to dishonest practices. This research demonstrates that AI is profoundly transforming the writing process and poses a challenge to academic integrity.

Author Biographies

Eduardo Santiago Ruiz, Universidad Pedagógica Nacional, México

Realiza investigaciones interdisciplinarias en el ámbito educativo, enfocado en la alfabetización académica, la inteligencia artificial y la educación literaria. Posee experiencia en diseño curricular de doctorado y es coordinador de la línea Didáctica de la lengua y la ciencia en el Doctorado DEPAE de la UPN. Dirigió el proyecto de investigación “Observatorio de violencia de género”, el cual fue financiado por la UPN durante dos años. Es integrante del Sistema Nacional de Investigadoras e Investigadores, Nivel 1, y cuenta con perfil Prodep.

Alfredo Gabriel Esteban Páramo Chávez, Universidad Pedagógica Nacional, Unidad 095, Ciudad de México

Es Licenciado en Periodismo con publicaciones en medios y libros desde 1975; maestrante en Periodismo Político (EPCSG) y especialidad en Mercadotecnia (UNITEC). Profesor desde 1995. Ha participado en mesas redondas, coloquios y presentaciones en diversas universidades mexicanas. Publica regularmente en Pálido Punto de Luz (revista de pedagogía), Ágora Digital y Semillero 65.

References

Baldrich, D. K., y Domínguez-Oller, J. C. (2024). The use of ChatGPT in academic writing: A case study in education. Pixel-Bit. Revista de Medios y Educación, 71, 1-17. https://doi.org/10.12795/pixelbit.103527

Banihashem, S. K., Kerman, N. T., Noroozi, O., Moon, J., y Drachsler, H. (2024). Feedback sources in essay writing: Peer-generated or AI-generated feedback? International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00455-4

Bañales Faz, G., Castelló Badía, M., y Vega López, N. A. (2016). Enseñar a leer y escribir en la educación superior. Propuestas educativas basadas en la investigación. Universidad Autónoma de Tamaulipas/Fundación SM.

Barrett, A., y Pack, A. (2023). Not quite eye to A.I.: Student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00427-0

Benavides-Lara, M. A., Rendón-Cazales, V. J., Escalante-Rivas, N., Martínez-Hernández, A. M. del P., y Sánchez-Mendiola, M. (2025). Presencia y uso de la inteligencia artificial generativa en la Universidad Nacional Autónoma de México. Revista Digital Universitaria, 26(1), 1-16. https://doi.org/10.22201/ceide.16076079e.2025.26.1.10

Bishop, L. (2023, ene. 27). A computer wrote this paper: What ChatGPT means for education, research, and writing. SSRN. http://dx.doi.org/10.2139/ssrn.4338981

Briggs, J., y Kodnani, D. (2023, mar. 24). The potentially large effects of Artificial Intelligence on economic growth (Briggs/Kodnani). Goldman Sachs. https://www.gspublishing.com/content/research/en/reports/2023/03/27/d64e052b-0f6e-45d7-967b-d7be35fabd16.html

Cassany, D. (2016). La cocina de la escritura. Anagrama.

Castelló, M. (2014). Los retos actuales de la alfabetización académica: estado de la cuestión y últimas investigaciones. Enunciación, 19(2), 346-365. https://doi.org/10.14483/10.14483/udistrital.jour.enunc.2014.2.a13

Castelló, M., Bañales Faz, G., y Vega López, N. A. (2010). Enfoques en la investigación de la regulación de la escritura académica: estado de la cuestión. Electronic Journal of Research in Educational Psychology, 8(3), 1253-1282. http://www.redalyc.org/articulo.oa?id=293122000015

Consuegra-Fernández, M., Sanz-Aznar, J., Burguera-Serra, J. G., y Caballero Molina, J. J. (2024). ChatGPT: The dilemma of the authorship of graded assignments in higher-education. Revista de Investigacion Educativa, 42(2). https://doi.org/10.6018/rie.565391

Cotton, D. R. E., Cotton, P. A., y Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148

Črček, N., y Patekar, J. (2023). Writing with AI: University students’ use of ChatGPT. Journal of Language and Education, 9(4), 128-138. https://doi.org/10.17323/jle.2023.17379

Creswell, J., y Plano Clark, V. (2018). Designing and conducting mixed methods research. Sage.

Dzieza, J. (2022, jul. 20). The great fiction of AI. The strange world of high-speed semi-automated genre fiction. The Verge. https://www.theverge.com/c/23194235/ai-fiction-writing-amazon-kindle-sudowrite-jasper

Escalante, J., Pack, A., y Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00425-2

Golan, R., Reddy, R., Muthigi, A., y Ramasamy, R. (2023). Artificial intelligence in academic writing: A paradigm-shifting technological advance. Nature Reviews Urology, 20(6), 327-328. https://doi.org/10.1038/s41585-023-00746-x

Gozalo-Brizuela, R., y Garrido-Merchán, E. C. (2023). A survey of Generative AI applications. arXiv. http://arxiv.org/abs/2306.02781

Grimaldi, G., y Ehrler, B. (2023). AI et al.: Machines are about to change scientific publishing forever. ACS Energy Letters, 8(1), 878-880. https://doi.org/10.1021/acsenergylett.2c02828

Gustilo, L., Ong, E., y Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: Exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00153-8

Gutiérrez, J. D. (2023). Lineamientos para el uso de inteligencia artificial en contextos universitarios (v 5.0). GIGAPP Estudios Working Papers, 10(272), 416-434. https://www.gigapp.org/ewp/index.php/GIGAPP-EWP/article/view/331

Harris, K., y Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Brookline.

Harris, K., y Graham, S. (2009). Self-regulated strategy development in writing: Premises, evolution, and the future. British Journal of Educational Psychology, 2(6), 113-135. https://doi.org/10.1348/978185409x422542

Hayes, J., Flower, L., Schriver, K., Stratman, J., y Carey, L. (1987). Cognitive processes in revision. En S. Rosenberg (ed.), Advances in applied in psycholinguistics (vol. 2, pp. 176-240). Cambridge University Press.

Helm, G., y Hesse, F. (2024). Usage and beliefs of student teachers towards artificial intelligence in writing. Research in Subject-Matter Teaching and Learning (RISTAL), 7(1), 1-18. https://doi.org/10.2478/ristal-2024-0001

Hsiao, Y. P., Klijn, N., y Chiu, M. S. (2023). Developing a framework to re-design writing assignment assessment for the era of Large Language Models. Learning: Research and Practice, 9(2), 148-158. https://doi.org/10.1080/23735082.2023.2257234

Hutson, M. (2022, oct. 31). Could AI help you to write your next paper? Nature, 611, 192-193. https://www.nature.com/articles/d41586-022-03479-w

Imran, M., y Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4). https://doi.org/10.30935/cedtech/13605

Johnson, R., y Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. http://www.jstor.org/stable/3700093

Laupichler, M. C., Aster, A., Schirch, J., y Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. En Computers and Education: Artificial Intelligence, 3, 100101. https://doi.org/10.1016/j.caeai.2022.100101

Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 6, 100174. https://doi.org/10.1016/j.caeo.2024.100174

Levine, S., Beck, S. W., Mah, C., Phalen, L., y Pittman, J. (2024). How do students use ChatGPT as a writing support? Journal of Adolescent & Adult Literacy, 68(5), 445-457. https://doi.org/10.1002/jaal.1373

Luther, T., Kimmerle, J., y Cress, U. (2024). Teaming up with an AI: Exploring human–AI collaboration in a writing scenario with ChatGPT. AI, 5(3), 1357-1376. https://doi.org/10.3390/ai5030065

Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., y Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2. https://doi.org/10.1016/j.caeai.2021.100041

Niloy, A. C., Akter, S., Sultana, N., Sultana, J., y Rahman, S. I. U. (2024). Is Chatgpt a menace for creative writing ability? An experiment. Journal of Computer Assisted Learning, 40(2), 919-930. https://doi.org/10.1111/jcal.12929

OpenAI (2024, mayo 30). Introducing ChatGPT Edu. An affordable offering for universities to responsibly bring AI to campus. https://openai.com/index/introducing-chatgpt-edu/

Padilla Partida, S. (2018). Teachers trainner’s uses and attitudes before ICT. Between the advisible and the reality of classrooms. Apertura, 10(1), 132-148. https://doi.org/10.32870/ap.v10n1.1107

Park, S. H. (2023). Use of generative Artificial Intelligence, including large language models such as ChatGPT, in scientific publications: Policies of KJR and prominent authorities. Korean Journal of Radiology, 24(8), 715-718. https://doi.org/10.3348/kjr.2023.0643

Punar Özçelik, N., y Yangin Ekşi, G. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—a case study. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00296-8

Salvagno, M., Taccone, F. S., y Gerli, A. G. (2023). Can artificial intelligence help for scientific writing? Critical Care, 27(1), 1-5. https://doi.org/10.1186/s13054-023-04380-2

Santiago-Ruiz, E. (2023). Writing with ChatGPT in a context of educational inequality and digital divide. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 19(3), 28-38. http://ijedict.dec.uwi.edu/viewarticle.php?id=3268

Santiago-Ruiz, E. (2024). The incorporation of generative artificial intelligence in the research and writing practices of Mexican scientists. Yachana. Revista Científica, 13(2), 83-97. https://doi.org/10.62325/10.62325/yachana.v13.n2.2024.924

Sharples, M. (2022). Automated essay writing: An AIED opinion. International Journal of Artificial Intelligence in Education, 32(4), 1119-1126. https://doi.org/10.1007/s40593-022-00300-7

Shen-Berro, J. (2023, ene. 6). New York City schools blocked ChatGPT. Here’s what other large districts are doing. Chalkbeat. https://www.chalkbeat.org/2023/1/6/23543039/chatgpt-school-districts-ban-block-artificial-intelligence-open-ai

Stadler, M., Bannert, M., y Sailer, M. (2024). Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry. Computers in Human Behavior, 160. https://doi.org/10.1016/j.chb.2024.108386

Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., y Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91. https://doi.org/10.1016/j.learninstruc.2024.101894

Susnjak, T. (2022, dic. 19). ChatGPT: The end of online exam integrity? arXiv. https://arxiv.org/abs/2212.09292

Tec de Monterrey (s.f.). Lineamientos para el uso ético de la inteligencia artificial. https://tec.mx/es/integridad-academica/inteligencia-artificial

UNESCO [Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura] (2019). Beijing Consensus on Artificial Intelligence and Education.

UNESCO (2023). ChatGPT and Artificial Intelligence in higher education. Quick start guide.

Von Garrel, J., y Mayer, J. (2023). Artificial Intelligence in studies—use of ChatGPT and AI-based tools among students in Germany. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-02304-7

Waltzer, T., Pilegard, C., y Heyman, G. D. (2024). Can you spot the bot? Identifying AI-generated writing in college essays. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00158-3

Wang, C. (2024a). Exploring students’ generative AI-assisted writing processes: Perceptions and experiences from native and nonnative English speakers. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-024-09744-3

Wang, Y. (2024b). Cognitive and sociocultural dynamics of self-regulated use of machine translation and generative AI tools in academic EFL writing. System, 126. https://doi.org/10.1016/j.system.2024.103505

Yan, D., y Zhang, S. (2024). L2 writer engagement with automated written corrective feedback provided by ChatGPT: A mixed-method multiple case study. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03543-y