Analysis of perceptions on the use of artificial intelligence in Latin American higher education

Abstract

Objective. To examine the perceptions of teachers, researchers, students, and librarians in Latin America and the Caribbean—with representation from Central American countries—regarding the use, integration, and academic value of artificial intelligence (AI) in university teaching, research, and knowledge management. Design/Methodology/Approach. A quantitative, non-experimental, descriptive, and cross-sectional study was conducted. The sample consisted of 1,243 participants from Cuba, Panama, the Dominican Republic, Colombia, Peru, Costa Rica, Nicaragua, and Mexico. These countries were selected based on their diverse levels of AI development according to the 2025 Latin American Artificial Intelligence Index (ILIA), allowing for the inclusion of emerging, intermediate, and differentiated realities of technology adoption. A structured questionnaire, validated through expert review and demonstrating high internal consistency (α=0.88), was administered. The instrument assessed five analytical dimensions: knowledge, academic use, perceived benefits, barriers, and ethical-legal aspects, incorporating the librarian's role in digital curation, information literacy, and ethical data management. Results/Discussion. Participants perceive AI as a resource with high potential for personalizing learning, enhancing research, streamlining institutional processes, and strengthening library services. Challenges persist related to limited infrastructure, unequal training, and concerns about privacy, algorithmic bias, and equitable access. Conclusions. The effective integration of AI in higher education requires technological investment, institutional policies, and robust ethical frameworks that recognize the cross-cutting participation of faculty, researchers, students, and librarians. Contribution/Originality/Value. This research constitutes regional empirical evidence that provides input to guide decision-making and strategic university planning in digital transformation.