Artificial Intelligence in Salvadoran Higher Education: Ethical and Pedagogical Challenges and Perspectives from Critical Thinking
DOI:
https://doi.org/10.5377/ryr.v1i62.21738Keywords:
artificial intelligence, higher education, critical thinking, salvadoran context, academic integrityAbstract
This essay explores the impact of artificial intelligence (AI) on Salvadoran higher education within a context marked by structural inequalities and digital divides. It examines the main challenges posed by AI in the country’s higher education system, with emphasis on preserving academic integrity, strengthening intellectual authorship, and expanding digital literacy. Currently, the rapid expansion of AI in Salvadoran universities has sparked a debate on the ethical, pedagogical, and formative impact of these technologies, which possess the ability to write texts, answer questions, and solve various tasks. Such tools offer opportunities to enhance teaching and learning processes, as well as to strengthen research. However, their widespread use is often applied without a critical framework, leading to cognitive dependency, the weakening of autonomous thinking, academic plagiarism, and the loss of originality in scientific production—especially when articles or assignments are written using a high percentage of AI-generated text. It should not be forgotten that the Latin American context, and the Salvadoran context in particular, is characterized by digital gaps, socioeconomic inequalities, and limited educational infrastructure. These issues must be addressed by universities, which should also assume an active role in the ethical and reflective formation of students—promoting competencies that allow them to integrate AI as a supportive tool, while fostering creativity, argumentation, and critical judgment, as well as encouraging its ethical, pedagogical, and formative use.
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© Universidad Francisco Gavidia
Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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