Artificial intelligence in higher education: an ethical-legal examination ofits transformative perspective
DOI:
https://doi.org/10.18041/2215-8944/academia.30.12707Keywords:
Ethics, artificial intelligence, academic resultsAbstract
The study arises from the progressive integration of Artificial Intelligence (AI) in university
education and its ethical-legal influence. Addresses the need for empirical demonstration of the
impact of AI tools on academic outcomes. Despite the multitude of studies examining the effects
of AI on teaching and learning, few have focused on its actual use by university students and
whether this use affects their academic performance. A quantitative correlational method and
simple random sampling were used to survey students from the daytime and evening law program.
The data were analyzed using ANOVA (Analysis of Variance), revealing generational differences
in technological competence. The younger generation exhibited 91% positive results from using
AI, while the older generation showed a 100% negative impact. These findings indicate that the
relationship between AI use and academic outcomes depends on factors beyond simple use and is
influenced by students' interests, which may not always be aligned with academics.
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