Guía didáctica para el fortalecimiento del proceso de escritura académica apoyado por la inteligencia artificial de una Universidad Pública de Azogues

Abstract

The issue of the use of AI in the academic writing process represents a current challenge in higher education institutions, due to the issues of ethics and criticality reflected in some works in the university context such as essays, blueprints, theses or articles. The general objective was: to strengthen the academic writing process through the use of AI in the eighth cycle students of a university's Basic Education program. The paradigm was interpretative with a qualitative approach, for the diagnosis a qualitative evaluation rubric was used for 15 protocol works, for the collection of information the technique of semi-structured interviews aimed at 30 students and 7 teachers was assumed, with the support of two guides of questions. The analysis was guided by data categorization and triangulation techniques, this led to the interpretive findings resulting in 4 dimensions of analysis: the challenges of the academic writing process, the approach to said process, the use of AI and additional comments. The results reflect a growing need for training, for both students and teachers, in the ethical and critical use of AI. It was concluded that the design of a teaching guide aimed at strengthening the teaching-learning of the academic writing process supported by the use of AI was pertinent and important.