Ética e Inteligencia Artificial Generativa en la educación: perspectivas docentes de Brasil, Colombia y México

This article analyzes the ethical concerns that Lasallian teachers in Brazil, Colombia and Mexico have regarding the use of Generative Artificial Intelligence in their educational practice. Based on a quantitative descriptive study with certain qualitative elements, a mixed questionnaire was applied to 133 higher education teachers from nine institutions located in the aforementioned countries. The findings reveal that teachers express mixed opinions regarding the IAG, reporting positive and negative experiences in the classroom. These experiences arise both from their direct interaction with technology and from their observation of the impact on the actions of the student body. In addition to this, it is contrasted that, although Brazil, Colombia and Mexico are among the countries in Latin America that have most integrated the IAG in the educational field and have promoted public debates and even the promotion of regulatory frameworks on its use, teachers still They face uncertainty about their application in the classroom from an ethical perspective.