<?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>2708-0412</journal-id>
<journal-title><![CDATA[Revista científica en ciencias sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. cient. cienc. soc.]]></abbrev-journal-title>
<issn>2708-0412</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Pacífico]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2708-04122026000100241</article-id>
<article-id pub-id-type="doi">10.53732/rccsociales/e81081</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Alfabetización en inteligencia artificial generativa en estudiantes de derecho: su relación con la intención de uso y rendimiento académico en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy in generative artificial intelligence among law students: its relationship with intention to use and academic performance in Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grandón Toledo]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Badilla Poblete]]></surname>
<given-names><![CDATA[Elvira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Correa]]></surname>
<given-names><![CDATA[Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa Schnake]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rioseco Vallejos]]></surname>
<given-names><![CDATA[Valentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío Departamento de Sistemas de Información ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Norte Escuela de Derecho ]]></institution>
<addr-line><![CDATA[Coquimbo ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Norte Escuela de Ingeniería ]]></institution>
<addr-line><![CDATA[Coquimbo ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica del Norte Instituto de Ciencias Religiosas y Filosofía ]]></institution>
<addr-line><![CDATA[Coquimbo ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad del Bío-Bío Escuela de Derecho ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>8</volume>
<fpage>241</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2708-04122026000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2708-04122026000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2708-04122026000100241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La inteligencia artificial generativa (IAGen) se ha incorporado velozmente en la educación superior y en la formación jurídica, ofreciendo apoyo para la redacción, el análisis de información y la elaboración de trabajos académicos, pero también ha generado riesgos éticos, jurídicos y pedagógicos. Este estudio tiene por objetivo caracterizar la alfabetización en IAGen en estudiantes de Derecho chilenos y analizar su relación con la intención de uso de estas herramientas y el rendimiento académico percibido. Se empleó un diseño cuantitativo, transversal, con componentes instrumental y correlacional, aplicado a estudiantes de dos facultades de Derecho mediante un cuestionario estructurado con escalas tipo Likert. El modelo considera tres constructos principales: alfabetización en IAGen, intención de uso de IAGen y rendimiento académico percibido, estimados mediante modelamiento de ecuaciones estructurales con PLS SEM. Los resultados muestran niveles medios de alfabetización en IAGen, un efecto directo e indirecto sobre el rendimiento académico percibido mediado por la intención de uso, y evidencian la necesidad de fortalecer la evaluación crítica y la reflexión ética en la formación jurídica. El estudio aporta una escala breve adaptada al contexto jurídico académico y orientaciones para una incorporación pedagógica responsable de la IAGen en las facultades de Derecho.  Palabras clave educación inteligencia artificial enseñanza jurídica universidad análisis multivariado Chile]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Generative artificial intelligence (GAI) has rapidly entered higher education and legal training, supporting writing, information analysis and the production of academic work, while also raising ethical, legal and pedagogical concerns. This study aims to characterize GAI literacy among Chilean law students and to analyze its relationship with intention to use GAI and perceived academic performance. A quantitative, cross-sectional design with instrumental and correlational components was applied to students from two law schools, using a structured questionnaire with Likert-type scales. The model includes three main constructs, namely GAI literacy, intention to use GAI and perceived academic performance, which were estimated through partial least squares structural equation modeling (PLS-SEM). Findings indicate medium levels of GAI literacy, a direct and indirect effect on perceived academic performance mediated by intention to use, and highlight the need to strengthen critical evaluation and ethical reflection within legal education. The study provides a brief scale adapted to the legal-academic context and offers guidelines to support the responsible pedagogical integration of GAI into law curricula.  Keywords education artificial intelligence law education university multivariate analysis Chile]]></p></abstract>
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