Factors impacting the integration of AI in Ecuadorian higher education: perspectives and implications

Introduction: Artificial intelligence (AI) has become a significant aspect of contemporary society, impacting various sectors, particularly education. Objective: This study aims to explore the implications and viewpoints regarding integrating AI in higher education in Ecuador. Methodology: An interpretive paradigm guided the methodology, influenced by hermeneutics and phenomenology; the research was qualitative, exploratory, and descriptive. Data collection was conducted through surveys, utilizing confirmatory factor analysis for statistical evaluation. Results: Findings indicate that the technological approach exhibits the highest loading at 46.8, marking it as the most significant factor influencing AI integration in higher education, whereas the pedagogical approach shows the lowest loading at 24.9, reflecting a moderate current influence on the teaching-learning process. This suggests ongoing efforts are needed for genuine inclusion and optimal utilization of AI in higher education. The z-value of 4.90 and a p-value below .001 further affirm the validity and significance of the four approaches examined in this study. Conclusion: Socioeconomic inequality in the country limits the equitable and accessible adoption of AI, mirroring challenges faced throughout Latin America and globally in emergent nations.