Use of Artificial Intelligence Applications in Higher Education in Spain

Abstract

Artificial intelligence has gained prominence and greater relevance in recent years, highlighting its innovative role in the educational sectors, especially in university higher education: management, pedagogy and didactics, etc. To survey the knowledge and use of artificial intelligence tools in the university population in Spain. A triple methodology was designed, with a descriptive phase on a sample of 335 teachers in higher university education chosen by simple random sampling on a total sample of 750 students, proposing three objectives referred to in three phases, a phase of association of variables such as the sex of teachers and the positive scores obtained in the analysis of the answers, and a contrast of hypotheses about determining the differences between male and female teachers. Two hypotheses are formulated in the second and third phases. The rational intentionality is based on the supposed lack of knowledge of artificial intelligence tools among teachers in higher university specialization training through official master’s degrees. It shows the lack of knowledge and use of a large part of the tools studied, the existence of a high degree of association between the sex variables and the positive scores referred to and the statistical conclusion that female teachers have a more positive component with respect to AI tools than male teachers. Most of the relevant authors consulted maintain the positivity of the knowledge and use of AI in the classroom, although others, however, appeal to legality and ethics as debatable and controversial elements.