Generative artificial intelligence and ethics: a critical review of the application of thesis workshops

Abstract

This research provides a critical analysis of the implementation of Generative Artificial Intelligence in thesis workshops at the Faculty of Sciences of the National University of Education of Peru. Based on the fundamentals of critical and decolonial pedagogy, the assumptions of algorithmic neutrality are dismantled and an analysis is made of how these tools can reconfigure power relations and knowledge production. Methodologically, a quantitative design is chosen, which reveals a high acceptance of the use of Generative Artificial Intelligence (77%), but with deep concern (50%) about its ethical implications. These data cannot be taken at face value, but rather make it clear that the massification of tutoring, the lack of precise policies, and state discourse conceal a limited educational reality. Finally, it is concluded that Generative Artificial Intelligence tools are not a problem in themselves, but rather respond to digital evolution and, with it, to problems that arise around student autonomy, the democratization of knowledge, and the use of these technological models in the Global South.