<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222025000100299</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.25.13</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[INTELIGENCIA ARTIFICIAL (ChatGPT) EN LA EDUCACIÓN UNIVERSITARIA: REALIDAD Y CONSIDERACIONES ÉTICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[ARTIFICIAL INTELLIGENCE (ChatGPT) IN UNIVERSITY EDUCATION: REALITY AND ETHICAL CONSIDERATIONS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Héctor]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Millet]]></surname>
<given-names><![CDATA[Bárbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Manabí Facultad de Posgrado ]]></institution>
<addr-line><![CDATA[Portoviejo ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Investigadora independiente  ]]></institution>
<addr-line><![CDATA[Portoviejo ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<numero>25</numero>
<fpage>299</fpage>
<lpage>316</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222025000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222025000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222025000100299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La reciente introducción en la educación universitaria de herramientas de Inteligencia Artificial (IA), en especial el ChatGPT, motiva preocupaciones de docentes y gestores educativos en dos grandes campos: uno de ellos es el mal manejo de estas tecnologías por los estudiantes, conducente al plagio y la deshonestidad académica; el otro es la profundidad de su aprendizaje, junto al posible reemplazo del docente por la IA. En este contexto se realizó una investigación cualitativa, para analizar el uso del ChatGPT en la educación universitaria, mediante formulaciones sobre consideraciones éticas de su empleo. Se utilizó un diseño fenomenológico para describir desde el enfoque hermenéutico las experiencias y opiniones de autores sobre el uso de esta herramienta de IA en la universidad, así como sus posiciones éticas. También se analizaron las respuestas de ChatGPT a preguntas sobre los temas estudiados. Se concluye que el uso de las tecnologías de IA, y en particular ChatGPT, en la educación universitaria continuará en ascenso. A partir de los peligros potenciales detectados, se considera necesaria una concepción más compleja de las tareas docentes, que demanden un esfuerzo creativo aún inaccesible a la IA, y un reforzamiento de los valores éticos contra el mal uso de los consumidores de estas tecnologías.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The recent introduction of artificial intelligence (AI) tools into university education, especially ChatGPT, has raised concerns among teachers and educational managers in two major areas. One is the mishandling of these technologies by students, leading to plagiarism and academic dishonesty; the other is the depth of their learning, along with the potential replacement of teachers by AI. In this context, a qualitative investigation was carried out to analyze the use of ChatGPT in university education, formulating ethical considerations about its use. A phenomenological design was used to describe, from a hermeneutical approach, the experiences and opinions of authors regarding the use of this AI tool at the university, as well as their ethical positions. ChatGPT responses to questions about the topics studied were also analyzed. It is concluded that the use of AI technologies, particularly ChatGPT, in university education will continue to rise. Based on the potential dangers detected, a more complex conception of teaching tasks is considered necessary, requiring a creative effort still inaccessible to AI, and a reinforcement of ethical values to counter the misuse of these technologies by consumers.]]></p></abstract>
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<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje virtual]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[virtual learning]]></kwd>
</kwd-group>
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