An ethical compass on the use of ChatGPT at the FCA
DOI:
https://doi.org/10.32870/Ap.v17n2.2633Keywords:
Ethics, AI, ChatGPT, Higher Education, Pedagogy, ResponsibilityAbstract
The emergence of ChatGPT has been controversial, but irreversible; furthermore, it holds the promise of revolutionizing the pedagogical field, generating significant challenges for the education system. The objective of this study was to analyze the ethical considerations that undergraduate faculty members from the Faculty of Accounting and Administration (FCA) at the Autonomous University of Chihuahua (UACH) make to their students regarding the use of ChatGPT. The nature of this research was mixed, applied, descriptive in scope, field-based with bibliographic support, and a non-experimental-transsectional design. A questionnaire with 14 and 12 questions was administered to faculty members and students, respectively, using a convenience probability sampling method. The findings revealed that 88% and 98% of faculty members and students were familiar with ChatGPT, that 67% of faculty members and 88% of students had used the chatbot for academic purposes, and that the majority had no training or ethical standards for its use. It is concluded that it is urgent to issue guidelines for the use of ChatGPT and teacher training in the use of artificial intelligence (AI) in general for the healthy Benefit of the education of new generationsReferences
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