Artificial intelligence, digital competence and personal hobbies: implications for higher education [Inteligencia artificial, competencia digital y aficiones personales: implicaciones para la educación superior] Inteligencia artificial, competencia digital y aficiones personales: implicaciones para la educación superior [Artificial intelligence, digital competence and personal hobbies: implications for higher education]

Abstract

In the current context of educational transformation driven by Artificial Intelligence (AI), it is relevant to explore how variables such as digital competence and personal hobbies are related to the use of this technology in higher education. This study analyzes this relationship in a sample of 244 participants (74 teachers and 170 students) from various Spanish universities. A 33-item ad hoc questionnaire was administered, and the data were analyzed using non-parametric tests. The results show that: i) there are no significant differences between teachers and students regarding AI-related hobbies, with non-technological interests predominating; ii) students use AI tools more frequently, while teachers are more involved in content creation through these technologies; iii) students in the Primary Education degree program show higher levels of overall digital competence, especially in information literacy, content creation, safety, and problem-solving; iv) significant differences were observed between universities in digital content creation; v) no significant gender differences were found. These findings contribute to a better understanding of AI use in higher education from a competence-based and contextual perspective.