Artificial intelligence in higher education for inclusive learning in economics and business administration: the student perspective

Abstract

Analyze how students within the field of economics and administrative sciences perceive the presence of artificial intelligence in their educational environment by identifying emerging technological applications more effectively and favorably to resolve concerns, problems, and research questions when generating knowledge and developing their inclusive learning experience. Methods: mixto. The research proposes a mixed research approach with greater emphasis on the qualitative, exploratory, and descriptive type, using the systematic analysis method of scientific literature corresponding to the last five years, as well as the conceptual method referenced to the field of economic and administrative sciences to which the students subject to the study belong, with a sample of 132 students distributed in two higher education programs. Observation was applied to explore their perceptions, the focus group to identify the application of AI, the semi-structured interview to recognize your acceptance and adaptability, and the self-administered questionnaire that includes items with a Likert scale to assess their attitudes and acquired knowledge. Positive aspects of using AI were highlighted: the possibility of learning in an inclusive, dynamic, and structured way by organizing time better and adapting better to their accessibility needs and emerging technological penetration according to the digital capabilities and skills of each student. The AI has wide utility in integrating information, which offers the alternative of solving school activities, as well as additional emerging resources, useful for applying the acquired learning; however, the most important negative aspect is the reduction from direct contact with their teachers and classmates.