Perceptions about the use of Artificial Intelligence in external internships in higher education

Generative artificial intelligence (GAI) is generating significant interest in higher education due to its ability to personalize learning and automate academic and administrative tasks. It also fosters new forms of interaction between faculty and students. Given the limited literature on its application in practicum supervision and mentoring, this study aims to analyze university professors' perceptions of the use of GAI in this educational context. An exploratory and descriptive study with mixed-methods design was conducted with the participation of thirty-one professors and researchers from fifteen universities in seven countries. Within the framework of the RedTICPraxis, four specialists were invited to share their knowledge and experiences through video presentations, which subsequently generated an international debate. The discussions were analyzed using the Coannotation tool, yielding 132 annotations classified using a structured social tagging system based on SWOT categories (strengths, weaknesses, opportunities, and threats) and the additional "uses" tag. The findings highlighted strengths and opportunities, such as IAG's ability to personalize learning, support assessment, and automate practicum-related tasks. In contrast, weaknesses related to technological dependence and threats linked to data privacy and algorithmic biases were observed. In conclusion, participants perceived IAG in the practicum with an ambivalent stance, combining enthusiasm and caution, underscoring the need for digital literacy and ethical use to maximize the benefits and mitigate the risks of its implementation in higher education.