ChatGPT, ally or enemy? Personal appraisal, beliefs, challenges, and applications in higher education: a mixed-method approach

Nuria Pérez-Romero; Lorena  Martínez-Ulloa; Mauricio Quidel; Fabián Sandoval-Ríos

doi:10.1590/1983-3652.2026.62724

Autores

Nuria Pérez-Romero Universidad Andrés Bello, Faculty of Rehabilitation Sciences, Santiago, Chile https://orcid.org/0000-0003-2070-5422
Lorena Martínez-Ulloa Universidad Andrés Bello, Faculty of Rehabilitation Sciences, Santiago, Chile https://orcid.org/0000-0002-8788-4376
Mauricio Quidel Universidad Andrés Bello, Faculty of Rehabilitation Sciences, Santiago, Chile https://orcid.org/0009-0005-9450-5265
Fabián Sandoval-Ríos Universidad Andrés Bello, Faculty of Rehabilitation Sciences, Santiago, Chile https://orcid.org/0009-0007-4217-4665

DOI:

https://doi.org/10.1590/1983-3652.2026.62724

Palavras-chave:

Ensino superior, Inteligência artificial, Crenças, Tecnologia

Resumo

Este estudo analisa a avaliação pessoal, as crenças, os desafios, as preocupações e as aplicações relacionadas ao ChatGPT entre estudantes e docentes da Faculdade de Ciências da Reabilitação da Universidade Andrés Bello, no Chile. Utilizando uma abordagem de métodos mistos, questionários (n = 472) e grupos focais revelaram atitudes diversas em relação ao ChatGPT. Embora os participantes tenham destacado o seu potencial para melhorar a aprendizagem, otimizar tarefas e apoiar a criação de materiais educativos, emergiram desafios relevantes associados ao uso ético, à dependência, à precisão da informação e ao pensamento crítico. Os resultados enfatizam a importância da formação docente, de diretrizes éticas e de estratégias destinadas a promover a literacia tecnológica e a avaliação crítica da informação. O estudo sublinha a necessidade de uma integração equilibrada do ChatGPT como ferramenta complementar no ensino superior, assegurando que o seu uso esteja alinhado com os objetivos pedagógicos e promova experiências de aprendizagem significativas. Estas contribuições inserem-se no debate crescente sobre a inteligência artificial (IA) na educação, oferecendo uma base para investigações futuras sobre a adoção responsável de tecnologias baseadas em IA.

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