Inteligencia artificial generativa y calidad percibida del servicio educativo en instituciones de educación superior

• Digmer Pablo Riquez Livia https://orcid.org/0000-0002-1513-8606
• Lizet Doriela Mantari Mincami https://orcid.org/0000-0003-4859-9684
• Linda Flor Villa Ricapa https://orcid.org/0000-0002-4937-5319
• Leonardo Velarde Dávila https://orcid.org/0000-0002-8096-0196

Palabras clave: inteligencia artificial generativa, gobernanza universitaria, calidad percibida del servicio, integridad académica, educación superior

Resumen

La inteligencia artificial generativa se ha incorporado aceleradamente a la educación superior, generando desafíos no solo pedagógicos, sino también gerenciales, asociados a la gobernanza, la integridad académica, la gestión de riesgos y el aseguramiento de la calidad del servicio educativo. El objetivo de este estudio fue analizar la relación entre la gestión institucional percibida del uso de inteligencia artificial generativa y la calidad percibida del servicio educativo en una universidad del Perú. Para ello, se empleó un enfoque cuantitativo, con diseño no experimental y transversal, mediante la aplicación de un cuestionario estructurado a estudiantes de pregrado (n = 312). La calidad percibida se midió a partir de una adaptación de escalas consolidadas de calidad de servicio en educación superior, mientras que la gestión institucional percibida se operacionalizó en las dimensiones de políticas y expectativas, soporte y capacitación, integridad y controles, y gestión de riesgos. Los datos fueron analizados mediante modelamiento de ecuaciones estructurales por mínimos cuadrados parciales, evaluándose la fiabilidad, la validez y las relaciones estructurales del modelo. Los resultados evidenciaron una asociación positiva entre la gestión institucional percibida y la calidad percibida del servicio educativo, con efectos significativos de las dimensiones de políticas y expectativas, integridad y gestión de riesgos, mientras que soporte y capacitación no presentó una asociación significativa. En conjunto, los hallazgos sugieren que la institucionalización visible de reglas, controles y mecanismos de gestión del riesgo en el contexto analizado contribuye a percepciones más favorables sobre la calidad del servicio educativo.

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