Ethical applications of cognitive autonomy with respect to Artificial Intelligence in university education

Aplicaciones éticas de autonomía cognitiva con respecto a la Inteligencia artificial en la educación universitaria

Abstract

The emergence of Artificial Intelligence (AI) in higher education poses new ethical and pedagogical challenges. This study analyzes, from a socio-critical perspective, the ethical implications of AI in the context of Venezuelan university education, with emphasis on cognitive autonomy. It aims to unveil the ethical applications of cognitive autonomy regarding AI in higher education. The research adopts a qualitative approach, using focus group interviews, participant observation, and exhaustive document review. The study subjects include students, teachers, and authorities from the Latin American and Caribbean University in Caracas. The results suggest that AI is significantly transforming teaching-learning processes, raising questions about cognitive autonomy and ethics in education. It concludes that it is necessary to develop robust ethical frameworks to guide the implementation of AI in university education, preserving students' cognitive autonomy and ensuring an ethical integration of these technologies in the Venezuelan academic environment.