Keywords
generative artificial intelligence
Mexico
public higher education
university governance
How to Cite
Abstract
This article analyzes the adoption, uses, and perceptions of generative artificial intelligence (AI) among undergraduate students at three Mexican public universities: the Universidad Autónoma de la Ciudad de México, the Universidad Autónoma Metropolitana-Iztapalapa, and the Universidad Autónoma de Guerrero (n = 240). Based on a comparative quantitative design, it identifies usage patterns, modalities of appropriation, perceptions of academic integrity, and institutional governance frameworks. The results show a widespread adoption (75.4%) driven primarily by individual initiative, within an environment characterized by the absence of formal guidelines and a low offering of structured training. The chi-square test confirms institutional homogeneity regarding training (χ²(2) = 0.007, p = .997), suggesting a systemic rather than organizational regulatory vacuum. The study proposes the category of algorithmic citizenship to understand the intersection between practical use, technological dependence, and critical formation in public higher education. It concludes that the incorporation of AI is advancing faster than its pedagogical institutionalization, raising responsibilities regarding governance and algorithmic literacy.
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