Towards a New Learning Ecology: The Mediator Role of Teachers Facing Generative AI in the University Context of Peru, Chile, and Colombia

Background The emergence of Generative Artificial Intelligence (GenAI) has created an ontological disruption in higher education, challenging traditional pedagogical mediation and academic production. This study examines the transformation of the teaching role in university environments across Peru, Chile, and Colombia, addressing a knowledge gap in Latin American empirical research regarding faculty perceptions and daily practices with Large Language Models. Methods The research employed a descriptive-interpretative qualitative design with an open-ended survey approach interpreted through a hermeneutic lens. A non-probabilistic sample of 48 undergraduate and graduate professors from 20 Higher Education Institutions in the region participated. Data were collected through a validated 18-item structured online questionnaire and analyzed using Reflexive Thematic Analysis assisted by Atlas.ti software. Results The findings identify a transition from traditional instructional roles toward a “mediator-curator” model, where educators act as orchestrators of human-AI co-intelligence. Key applications include pedagogical re-engineering, such as dynamic curricular design, Socratic tutoring, and the shift from product-oriented to process-oriented assessment. Critical dimensions emerged regarding the need for pedagogical re-engineering, ethical challenges in academic integrity, and the development of critical AI literacy. National variations showed Chile focusing on pedagogical equity, Colombia on research productivity, and Peru on didactic agility. Conclusions The integration of GenAI in the Latin American university context requires a situated pedagogical response that transcends instrumental use. The study proposes a new learning ecology where the teacher facilitates critical interaction between students and generative systems. This shift necessitates a reconfiguration of teaching competencies toward epistemic curation and algorithmic responsibility to ensure meaningful and ethical learning.