Knowledge and Use of GenAI Among University Students in Education, Architecture, and Engineering: Challenges for Innovative Practices

The introduction of Generative Artificial Intelligence (GenAI) in higher education can foster pedagogical innovation, thereby contributing to quality education (SDG 4) and advancing university sustainability. However, students must possess the necessary knowledge and use it appropriately. In this context, it is important to consider variables such as academic program, age, and gender when implementing measures to reduce inequalities (SDG 10) and promote gender equality (SDG 5). This research aims to analyze knowledge and use of GenAI among university students in Education, Architecture, and Engineering programs, identifying challenges that hinder innovative practices. A quantitative study was conducted with 410 university students, based on data collected through a questionnaire, which were analyzed according to academic and sociodemographic variables. The students demonstrate moderate levels of knowledge (X¯ = 3.55/5) and use (X¯ = 3.29/5) of GenAI, with both constructs positively correlated (r = 0.46). However, knowledge scores are significantly higher (p < 0.001). Differences are identified in academic and sociodemographic variables. Engineering students and those in the final years of their bachelor’s or master’s degree programs obtain the highest scores. Predominantly, male students show higher values than female students. Lower scores are observed for knowledge among 18–20-year-old students and for use among those aged 44–74.