Analysis of guidelines for the use of artificial intelligence in higher education: a comparison between Spanish universities
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INTRODUCTION. The use of artificial intelligence (AI) in higher education has become a critical issue in the current educational landscape and, consequently, the different Spanish universities have developed specific guidelines and policies to integrate these technologies in the teaching and learning process. This study aims to analyse the points of convergence and divergence of the guidelines for the use of AI in the different universities in Spain. METHOD. Comparative research was carried out using a methodological approach of rational analysis of documentary evidence present in the 31 guides for the use of AI in higher education, developed by different Spanish universities. RESULTS. The results show substantial differences in the structure and content of the AI user guides depending on the university wherethey are designed. Differences are observed in aspects such as the type of presentation, the target audience, the thematic areas addressed, implementation and evaluation strategies, ethical aspects and training for the educational and scientific community. The lack of homogeneity in the proposed approaches and strategies implies that the guides do not respond to standardised guidelines on the use of AI in higher education at regional and national levels. DISCUSSION. This disparity may lead to significant differences in quality and learning outcomes between higher education institutions, which raises the need to develop more coherent and unified policies to ensure equitable use of AI in higher education across Spain.
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