The use of ChatGPT in university assignments: an analysis based on gender variable

Technological development is reshaping teaching and learning environments, particularly through the integration of artificial intelligence (AI) tools such as ChatGPT in higher education. The objective of this study was to analyze university students’ intention to use ChatGPT, considering the gender variable. A quantitative methodology was employed, using an ad hoc questionnaire administered to a sample of 368 students from the Faculty of Education Sciences at the University of Málaga. Data analysis was conducted using the Jamovi software v2.3.26.0, applying techniques such as descriptive statistics, hypothesis testing, exploratory and confirmatory factor analysis, and ANOVA. The results showed widespread acceptance of ChatGPT, with no significant gender differences, suggesting a homogeneous adoption of this technology. These findings contrast with previous research indicating a gender gap in technology use. The importance of integrating AI into educational processes in a critical and pedagogically sound manner is emphasized, as well as the need to ensure equitable access. This study contributes to the understanding of how ChatGPT is perceived and used in academic contexts at the university level. It is recommended that the study be replicated in other contexts to validate the findings and broaden their applicability.