AI Adoption in the Academic Context: Pain Points and Empowering Partner
DOI:
https://doi.org/10.5281/Keywords:
university governance, technology adoption, academic integrityAbstract
This editorial examines the adoption of Artificial Intelligence (AI) in higher education across Latin America and the Caribbean, drawing on a UNESCO-IESALC study [1]. Although 87% of universities utilize AI, an informal adoption driven primarily by faculty and students prevails. This lack of governance creates critical "pain points," including budget shortfalls, training gaps, ethical uncertainty, academic integrity issues, and technological dependency. To transform AI into an empowering partner, a four-level roadmap—multilateral, state, institutional, and human/operational—is proposed to structure policies, secure funding, and foster digital literacy through competency frameworks [2]. Grounded in Rogers' Diffusion of Innovations Theory, the study concludes that success hinges not merely on the technology itself, but on the university community's strategic and cultural readiness to take timely action tailored to its local reality.Downloads
References
[1] Valentini, A. (2026). La implementación de la IA en la educación superior en América Latina y el
Caribe (Documento de Trabajo N.º 16; ED/HE/IESALC/WP/2026/103). Instituto Internacional de
la UNESCO para la Educación Superior en América Latina y el Caribe (UNESCO IESALC). DOI:
https://doi.org/10.54674/WP.2026.104
[2] Dakan R., and Feller J. (2025). Framework for AI Fluency Practical Overview Document. Ringling
College of Art and Design and the Cork University Business School.
[3] Rogers, E. M. (2003). Diffusion of innovations (5.ª ed.). Free Press
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