Inteligencia artificial en educación superior: integridad académica y nuevas formas de escritura

This article aims to analyze the use of Artificial Intelligence (AI) in the university setting, focusing on how students integrate this technology into the different phases of the writing process and its relationship with academic dishonesty. A mixed-methods design was adopted, combining descriptive statistics, a correlational study, and thematic analysis of open-ended questions. An instrument was applied to a probabilistic sample of 389 participants from the Universidad Pedagógica Nacional. In the writing process, AI is primarily used in the planning and data-gathering phases but is underutilized in revision and feedback. Participants mainly perceive dishonesty as the complete production of assignments using AI, and 53.7% admit to having used it dishonestly at least once in their written work. A moderate negative correlation (Rho = –0.33, p-value < 0.001) was observed between writing strategies and academic dishonesty, indicating that those with weaker writing skills are more prone to dishonest practices. This research demonstrates that AI is profoundly transforming the writing process and poses a challenge to academic integrity.