Resumo

MINO IGLESIAS, Diego José  e  SOSA DE WOOD, Perla. Artificial intelligence tools used by students and teachers of business science programs at a private university in Asunción. Rev. ciente. UCSA [online]. 2026, vol.13, n.1, pp.60-. ISSN 2409-8752.  https://doi.org/10.18004/ucsa/2409-8752/2026.013.01.060.

The study aimed to identify the types of Artificial Intelligence tools used by students and teachers in Business Sciences programs, the purposes for which they are used, the benefits perceived, and the main challenges in their implementation. The study adopted a mixed-methods approach with a non-experimental, cross-sectional design, combining structured surveys administered to 172 students and 15 faculty members from Business Sciences programs at a private university in Asunción, along with semi-structured interviews with faculty and a systematic literature review. The results show that chatbots and conversational assistants, primarily ChatGPT and Gemini, are the most widely used AI tools among both groups, with higher adoption rates among students (40.26%) than among faculty (22.92%). A significant training gap was identified: 32.35% of faculty cited the lack of specific pedagogical training as the main barrier, although 80% expressed willingness to pursue further education in this area. It was concluded that AI has become established as a cognitive assistance and academic productivity support tool, whose successful integration requires a complementary approach in which technology must enhance the professional judgment of educators, rather than replace it. It is essential that educational policies promote continuous ethical and practical training programs for faculty in order to fully harness its innovative potential.

Palavras-chave : Artificial Intelligence; Higher Education; Academic Productivity.

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