Inculturación Simbólica por Inteligencia Artificial en la Cultura Organizacional Académica

In the current digital era, the integration of artificial intelligence (AI) in the educational field represents a symbolic inculturation that redefines pedagogy and instructional organization. This study analyzes how the use of AI by professors and students in higher education institutions (HEIs) in Cali, Colombia, impacts the academic organizational culture (AOC). The methodology is grounded in a post-positivist paradigm with a correlational-descriptive approach, employing a quantitative method with a cross-sectional, non-experimental design. An incidental sample, reached with a validated ad hoc instrument (Pearson’s Rho .94; McDonald’s Omega .82), allows for descriptive and inferential statistical analysis. The results, analyzed through a structural equation modeling (SEM) framework, indicate that the subject's role is a discriminating factor in AI use, whereas gender identity is not. The use of ChatGPT and Google Lens is shown to be both prevalent and impactful on academic practices. The study highlights the need for clear policies on the use of AI in education and the importance of new educational frameworks that integrate it as a pedagogical tool. This research provides evidence on the complex relationship between AI and AOC, underscoring the necessity for adaptive pedagogical strategies within the educational context.