IA Generativa: ¿Aliada o Amenaza Académica?

The use of generative artificial intelligence (GAI) has experienced rapid growth in the academic field. This situation motivated the development of this article, as these tools offer the possibility of reducing workload and producing a greater amount of content. However, their widespread adoption has also sparked a debate around two perspectives: on the one hand, their value as a pedagogical support is recognized, while on the other, concerns arise about the risk of replacing essential processes such as critical thinking. This research analyzes the role of GAI in the production of academic content, acknowledging its potential as a valuable resource but also warning about the risks of its indiscriminate use. It is argued that, without proper regulation, these tools could weaken students’ critical abilities and foster practices that verge on plagiarism. In conclusion, the article emphasizes the need to establish ethical and normative frameworks to guide the responsible use of GAI in higher education, ensuring that it becomes an ally rather than a substitute for authentic learning.