The widespread emergence of generative artificial intelligence (GenAI) presents significant challenges for its integration into Higher Education. Understanding AIG, its possibilities, and its risks must go hand in hand with a critical reflection on the regulatory and ethical issues it raises. It is essential for students to develop informed perspectives that allow them to use GenAI responsibly.
This article presents the results of incorporating a specific learning resource on GenAI, along with a shared ethical discussion, into the curriculum of an online university course. The study analyzes both quantitative and qualitative data collected from over 900 university students through an online questionnaire featuring open and closed questions.
Two groups were compared: one that did not have access to the learning resource and debate, and another that did. The research examines how this educational experience influences students' self-perceived knowledge of GenAI and explores the impact of other variables, such as the participants’ level of education and the type of studies they pursued.
From the qualitative analysis, seven categories emerged, grouping the ethical principles that students should consider when engaging with GenAI. The findings demonstrate that specific training on GenAI improves students’ understanding, helping them critically assess its potential and challenges. Additionally, the results contribute to enhancing course components related to GenAI, fostering a more responsible and reflective approach to its use.
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How to Cite: Romeu Fontanillas, T., Romero Carbonell, M., Guitert Catasús, M., & Baztán Quemada, P. (2025). Challenges of generative Artificial Intelligence in higher education: promoting its critical use among students. RIED-Revista Iberoamericana de Educación a Distancia, 28(2), 209–231. https://doi.org/10.5944/ried.28.2.43535