Uso de ChatGPT por parte del estudiantado universitario y reflexión mediante blogs: una experiencia compartida con docentes

Ana Gabriela Zúñiga Zárate

doi:10.31637/epsir-2026-2128

Authors

Ana Gabriela Zúñiga Zárate EUNCET Business School https://orcid.org/0000-0003-4069-9488

DOI:

https://doi.org/10.31637/epsir-2026-2128

Keywords:

generative artificial intelligence, teacher training, ChatGPT, critical thinking, educational blogs, metacognition, pedagogical innovation, higher education

Abstract

Introduction: This article presents a teacher training experience based on the critical use of ChatGPT and metacognitive reflection through personal blogs, shared with Ibero-American university faculty. Methodology: A qualitative, descriptive-exploratory study was conducted, framed as a collective case study. The experience was shared through virtual workshops held in 2025 and aimed at university instructors affiliated with an educational network. A mixed-methods survey was administered. Results: A total of 61 faculty members from seven countries participated. Most expressed high interest, positive evaluations, and willingness to implement blogs as a pedagogical tool. Discussion: The results show a shift in faculty attitudes toward generative artificial intelligence, moving from initial skepticism to more critical and formative approaches. The experience highlights that sharing real practices fosters peer reflection and the development of educational communities. Conclusions: Disseminating concrete proposals through academic networks can promote educational innovation, support ethical reflection on the use of GAI, and encourage its contextualized integration into university teaching.

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