Generative Artificial Intelligence Chatbot (GAIC) technology, such as ChatGPT, is a key element in addressing current educational challenges, mainly by contributing to the fulfillment of Sustainable Development Goal 4 (SDG4), which refers to inclusive and equitable quality education for all. Currently, the literature found is mainly quantitative in nature, lacking an in-depth exploration of emotional and contextual aspects of the use of GAGI. For this reason, the study explores the perceptions of students in science, technology, engineering, and mathematics (STEM) careers through in-depth phenomenological research and, in turn, determines whether the use of the tool is aligned with SDG4. This fills the information gap regarding the student perspective in this disciplinary field. The findings suggest a duality in the student experience, where, on the one hand, students perceive GAIC as useful for personalized learning and academic efficiency, and, on the other hand, they express serious concerns about dependency, ethics, and lack of institutional regulation. This study concludes that higher education institutions must act urgently, implementing training and ethical guidelines for the responsible use of GAIC, transforming its potential dependency into a pedagogical potential focused on the learning of higher education students.
Flores et al. (Tue,) studied this question.
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