Generative artificial intelligence in the Peruvian higher education: some pressing questions
DOI:
https://doi.org/10.37711/desafios.2025.16.2.2Abstract
After almost three years of the emergence of ChatGPT and the subsequent development of similar generative artificial intelligence (GenAI) tools, we have a clearer understanding of this technology's capabilities. Although the literature in this matter assigns a range of benefits to these tools (Dong et al., 2025), it is an urgent matter to question how the introduction of these tools into the higher education (HE) system of a country like Peru may exacerbate existing disparities or create new challenges. Thus, this editorial argues that without a field-specific, organic policy framework focused on equity, GenAI’s implementation into Peruvian HE risks worsening the challenges it has the potential to overcome.
Downloads
References
Batista Pérez, D. R., & Gallur Santorum, S. (2025). Technological skills in virtual teaching post-COVID-19: a literature review. Desafíos, 16(1), 58-67 https://doi.org/10.37711/desafios.2025.15.1.440
Law No. 31814 Law that promotes the use of artificial intelligence in favor of the economic and social development of the country [Ley que promueve el uso de la inteligencia artificial en favor del desarrollo económico y social del país]. (2023). Congreso de la República del Perú. Diario Oficial El Peruano 05/07/2023. https://busquedas.elperuano.pe/dispositivo/NL/2192926-1
Diaz Ancco, F., Rodríguez Gonzales, K., y Estrada Chacón, L. H. (2024). El Impacto de la Inteligencia Artificial en la formación de estudiantes de Educación superior. Yachay - Revista Científico Cultural, 13(1), 44–61. https://doi.org/10.36881/yachay.v13i1.782
Dong, L., Tang, X., & Wang, X. (2025). Examining the effect of artificial intelligence in relation to students’ academic achievement: A meta-analysis. Computers and Education. Artificial Intelligence, 8, Article 100400. https://doi.org/10.1016/j.caeai.2025.100400
González-Campos, J., López-Núñez, J., & Araya-Pérez, C. (2024). Educación superior e inteligencia artificial: desafíos para la universidad del siglo XXI. Aloma: Revista De Psicologia, Ciències De l’Educació I De l’Esport, 42(1), 79–90. https://doi.org/10.51698/aloma.2024.42.1.79-90
Gustilo, L., Ong, E., & Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity, 20(1), Article 3. https://doi.org/10.1007/s40979-024-00153-8
Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142. https://doi.org/10.1016/j.tate.2017.06.001
Muñoz-Basols, J., del Mar Palomares, M., & Moreno Fernández, F. (2024). El Sesgo Lingüístico Digital (SLD) en la inteligencia artificial: implicaciones para los modelos de lenguaje masivos en español. Lengua y Sociedad, 23(2), 623-648. https://doi.org/10.15381/lengsoc.v23i2.28665
Torres-Vásquez, L. (2025). Exploring Genres with GenAI in an EMI Academic Writing Course in Peru. English Australia Journal. 41(1), 78-84 https://doi.org/10.61504/ABJW8762
United Nations Educational, Scientific and Cultural Organization. (2021). AI and education: guidance for policy-makers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000376709
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Luis Torres-Vásquez
This work is licensed under a Creative Commons Attribution 4.0 International License.
a. Authors retain copyright to their published works, granting the journal the right of first publication.
b. Authors retain their trademark and patent rights, as well as rights to any process or procedure described in the article.
c. Authors retain the right to share, copy, distribute, perform, and publicly communicate the article published in the journal (e.g., by placing it in an institutional repository or publishing it in a book), with acknowledgment of its initial publication in the journal.
d. Authors retain the right to republish their work, to use the article or any part thereof (e.g., in a compilation of their work, conference notes, a thesis, or a book), provided they acknowledge the original source of publication (authors of the work, journal, volume, issue, and date).
