2025 ASEE Annual Conference & Exposition

WIP: Exploring Stakeholder Perspectives on the Integration of AI: Challenges and Opportunities at a University in Chile

The integration of artificial intelligence (AI) into higher education has accelerated significantly over the past decade, with AI increasingly being leveraged to personalize learning experiences, streamline administrative processes, and enhance data-driven decision-making. Despite this rapid expansion, there remain considerable challenges and gaps in knowledge regarding the effective and ethical implementation of AI technologies in educational settings. Many institutions continue to grapple with issues related to data privacy, algorithmic bias, and the broader implications of AI on both teaching and administrative practices. This work in progress seeks to explore the perspectives and experiences of key stakeholders, specifically faculty and academic management staff, concerning the adoption of AI in higher education. By examining their expectations, perceived challenges, enablers, and concerns, the research aims to provide a comprehensive understanding of the factors that shape AI integration in teaching and management contexts. Employing a mixed-method approach, the study combines quantitative survey data with qualitative insights gathered from focus groups. These focus groups, comprising faculty members and academic management staff from a private university in Chile, centered on performance expectations, effort expectations, facilitating conditions, perceived risks, behavioral intentions, and attitudes toward AI adoption. The discussions sought to capture participants' current experiences with AI and also their future aspirations and concerns about its broader implementation. Preliminary findings show that faculties and academic managers have high expectations for AI to enhance efficiency and personalize learning. They see potential in streamlining administrative tasks and adapting instruction to students’ needs. However, concerns about data security, privacy, and algorithmic bias persist. Access to technology and institutional support are crucial for adoption, along with comprehensive training for educators and administrators. While AI offers transformative potential, ethical considerations such as data privacy and fairness must be addressed. This study provides a basis for future research and strategies for responsible AI implementation in higher education.

Authors

Prof. Maria Elena Truyol http://orcid.org/0000-0003-1153-4967 Universidad Andres Bello, Santiago, Chile [biography]

María Elena Truyol, Ph.D., is full professor and researcher of the Universidad Andrés Bello (UNAB). She graduated as a physics teacher (for middle and high school), physics (M.Sc.), and a Ph.D. in Physics at Universidad Nacional de Córdoba, Argentina. In 2013, she obtained a three-year postdoctoral position at the Universidade de Sao Paulo, Brazil. She focuses on educational research, physics education, problem solving, instructional material design, teacher training, and gender studies. She teaches undergraduate courses in environmental management, energy, and the fundamentals of industrial processes at the School of Engineering, UNAB. She currently coordinates the Educational and Academic Innovation Unit at the School of Engineering (UNAB). She is engaged in continuing teacher training in active learning methodologies at the three campuses of the School of Engineering (Concepción, Viña del Mar, and Santiago, Chile). She authored several manuscripts in the science education area, joined several research projects, participated in international conferences with oral presentations and keynote lectures, and served as a referee for journals, funding institutions, and associations.
Dr. Monica Quezada-Espinoza http://orcid.org/0000-0002-0383-0179 Universidad Andres Bello, Santiago, Chile [biography]

Monica Quezada-Espinoza is a professor and researcher at the School of Engineering at Universidad Andrés Bello in Santiago, Chile, where she collaborates with the Educational and Academic Innovation Unit (UNIDA) as an instructor in active learning methodologies and mentors engineering faculty in educational research. She is the Secretary of the Women in Engineering Division (WIED) of the American Society for Engineering Education (ASEE) and an associate researcher in the STEM Latin America Network, specifically in the STEM + Gender group. Her research interests are diverse and focus on university education in STEM fields, faculty and professional development, research-based methodologies, and the use of evaluation tools and technology for education. She is also passionate about investigating conceptual learning in abstract physics topics, developing strategies to improve the retention of first-year engineering students, and enhancing skills and competencies in higher education. Additionally, Monica is dedicated to exploring gender issues in STEM education, with a particular emphasis on studying and proposing improvements for the inclusion of women in highly male-dominated fields. For more information on her work, visit her ORCID profile.
Prof. Genaro Zavala http://orcid.org/https://0000-0001-5880-1124 Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile [biography]

Dr. Genaro Zavala is Associate Director of the Research Laboratory at the Institute for the Future of Education, Tecnológico de Monterrey. He collaborates with the School of Engineering of the Universidad Andrés Bello in Santiago, Chile. A National Researcher Level 2 (SNI-CONACYT), he has over 20 years of experience in educational research. His work spans conceptual understanding in physics, active learning, AI in education, and STEM interdisciplinarity. He leads initiatives on faculty development, competency assessment, and technology-enhanced learning. With 100+ publications, he integrates educational psychology, digital transformation, and sustainability. Dr. Zavala also pioneers projects using neuroscience tools and learning analytics to improve student engagement and foster innovative, student-centered learning environments.
Claudia Bascur Universidad Andres Bello, Santiago, Chile [biography]

Business Administrator and MBA with specialized studies in Digital Transformation and e-Learning, she currently serves as VP Technology and Digital Education at Universidad Andrés Bello (UNAB), a role she has held since 2024. Prior to this, she led UNAB Online for nearly four years, spearheading key projects such as the implementation of Canvas and SAP. With over 15 years of experience in higher education, she played a pivotal role in launching some of the first e-learning initiatives in Chile. Her professional background also includes extensive consulting in strategy, digital marketing, and digital transformation, contributing to digital projects for organizations such as Entel, Kamal, CIC, SERNATUR, and LG. She has developed a deep expertise in brand creation and experience design, with technology at the core of her approach.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025