EthAIca (Journal)
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Artificial Intelligence and ChatGPT as Tools in Classroom Work
Get PDFThe following Intervention Plan refers to innovations in new technologies for education. These current digital tools, such as Artificial Intelligence, specifically ChatGPT, will be used in the Maryland Educational Unit. Teachers at the secondary level need constant training on the subject of digital strategies and resources. The institution and the teaching staff can not be oblivious to these issues. The work plan proposed, and carried out by the Bachelor in Education, is scheduled to be carried out during six meetings. It is expected to be replicated at other levels. Technological progress in the social and educational sphere is important in view of the institution\u27s premise of achieving an integral student profile, and the intention is to demonstrate that the use of ChatGPT is a useful tool for classroom work, as well as acting as a teacher\u27s advisor for the search for information and the creation of didactic sequences, among other topics, always appealing to critical thinking in the face of these search engines
Ethical Challenges in AI-Assisted Translation
Get PDFThe use of generative artificial intelligence (GAI) tools in professional translation has expanded rapidly, positioning systems such as ChatGPT, DeepL, and DeepSeek as common supports in the translation process. However, their widespread adoption has raised ethical concerns related to authorship, textual fidelity, professional responsibility, and transparency in the use of these technologies. This article analyzes the main ethical dilemmas emerging in AI-assisted translation practice, based on a critical literature review, the study of professional standards, and representative examples of the everyday use of these tools. It addresses tensions such as the translator’s invisibility, the risk of misinformation, technological dependency, and the potential violation of fundamental principles of the translation profession. The objective is to propose a set of ethical guidelines to assist professionals and educators in the responsible use of AI, emphasizing the need to preserve the integrity of the translation profession in the context of automation. The reflections presented here contribute to outlining an essential ethical framework for a critical and contextualized translation practice in the digital era
Comparison of kernel functions in the prediction of cardiovascular disease in Artificial Neural Networks (ANN) and Support Vector Machines (SVM)
Get PDFCardiovascular diseases are currently the leading cause of death worldwide. There are challenges, such as untimely healthcare, lack of access to technologies and timely diagnoses. Therefore, this project focuses on the use of innovative tools, giving way to the need to use artificial intelligence in the field of Machine Learning to improve the prediction of cardiovascular diseases. The research focused on determining the most effective kernel function in Artificial Neural Network (ANN) and Support Vector Machine (SVM) algorithms, making a fair comparison and evaluating the accuracy and prediction time of each proposed kernel function. Based on the results, these new optimal kernel functions are integrated into the scikit-learn library, achieving validation in the appropriate configuration for predicting the risk of CVD. This innovative approach reduces detection time, minimising the chances of future complications from preventable diseases, and provides timely diagnosis and risk factors with early warnings that can be extremely useful for healthcare personnel
Technofixing the Future in Mining Industry: Ethical Side Effects of Using AI and Big Data to Meet the SDGs
Get PDFRecent advances in artificial intelligence (AI), big data, and non- geostationary satellite (NGSO; LEO/MEO) services promise faster , safer , and “ greener ” mining , but also raise ethical and governance risks . This study interrogates the technofix narrative. Objectives were to map NGSO+AI applications across the mining value chain ; assess technical , operational , environmental , and economic performance; examine governance , data rights , and justice implications ; evaluate capacity and procurement models ( with an East African lens ); and distill actionable guidance . Following a PRISMA-2020 protocol , a mixed-methods review ( database inception –12 Aug 2025) of peer- reviewed and grey literature was undertaken with duplicate screening and appraisal (JBI, RoB 2/ROBINS-I, AACODS; GRADE/ CERQual ). Over 80 empirical studies and initiatives were synthesized ; random-effects meta- analysis was used where outcomes were comparable, alongside realist narrative synthesis . NGSO connectivity reduced latency (LEO: tens of ms; MEO: ~100–200 ms) and high-revisit EO (SAR/ optical ) improved surface-change detection ; operational gains ( uptime , reporting ) were noted but with low – moderate certainty given short follow -up and sponsorship . Governance lagged capability : data ownership and portability were unclear , third-party audit access rare, and community participation uneven ; ethical risks included bias , privacy , and cultural impacts . East African pilots showed technical promise amid institutional gaps. NGSO+AI can advance SDG- aligned mining only when coupled to binding data rights , independent assurance , participatory pathways , open interfaces, and local capacity ; otherwise tools risk performative compliance rather than accountable , just outcomes
Critical and correlational analysis of the use of artificial intelligence among teachers and students in online early childhood education programmes: ethical, educational and technological challenges
Get PDFIntroduction: artificial intelligence is increasingly embedded in education, offering opportunities for innovation while raising concerns about ethics and academic integrity. Understanding this duality is essential to ensure that technological advances are accompanied by critical reflection and responsible use. Objective: this study examined the relationship between the use of Artificial Intelligence tools and the ethical perceptions of students and teachers in the online Early Childhood Education programme at the National University of Education in Ecuador. The growing presence of automated platforms in academic practice highlighted the need to evaluate both their functionality and their ethical implications.Methods: A cross-sectional, quantitative study with a correlational design was carried out at the National University of Education in Ecuador between January and March 2025. The sample consisted of 151 students and 25 teachers, selected intentionally. Two five-point Likert-type questionnaires were used to measure participants’ knowledge and use of AI, as well as their ethical perceptions. Statistical analyses were conducted using Spearman’s correlation coefficient in SPSS v26.Results: Positive and statistically significant correlations were identified in both groups: students (ρ = 0,489, 95% CI [0,357–0,602], p < 0,001) and teachers (ρ = 0,560, 95% CI [0,212–0,782], p < 0,001). Conclusions: The findings confirm that greater experience with AI tools is associated with stronger ethical awareness. This highlights the need to strengthen digital literacy with an ethical focus in both initial and continuing training, addressing the existing gap in formal preparation for the responsible use of AI
Smart Teaching in Rural Indonesia: Harnessing AI-Assisted Deep Learning for Teacher Professional Development
Get PDFThis study presents an innovative AI-assisted TPD framework that uses Microsoft Copilot and AI-powered lesson plan generators to fully incorporate Indonesia’s four core teacher competencies: pedagogy, professionalism, social engagement, and interpersonal development, while applying deep learning principles of joyful, meaningful, and mindful education. Using a mixed-methods approach, this study combined quantitative experimental analysis with qualitative teacher perceptions to evaluate the effectiveness of AI-assisted interventions. Results from an independent t-test showed a significant increase in post-test scores among the experimental group, with a t-value of 17,1 exceeding the critical value of 1,984 (α = 0,05, df = 98), leading to the rejection of the null hypothesis. This indicates that AI-assisted training had a meaningful and statistically significant impact on teacher development. Moreover, AI promotes community-based learning, improves institutional readiness, and encourages educators to think globally while acting locally. Despite these benefits, challenges remain, such as interpersonal disengagement, cultural and pedagogical mismatches, difficulties in curriculum adaptation, the need for prompt engineering skills, and concerns about teacher autonomy. However, the limited duration of the intervention is a constraint, suggesting that long-term engagement is necessary for sustained improvement. Policy efforts should focus on extending training periods and integrating culturally responsive AI pedagogy
Factors Influencing ChatGPT Usage, AI Anxiety, and Learning Satisfaction: An Investigation of Teacher Aspirants’ Understanding of AI Anxiety and Ethical Concerns in Research-Based Education
Get PDFArtificial intelligence (AI) has increasingly transformed education, with ChatGPT emerging as a widely used tool that supports student learning, collaboration, and research. Despite its promise, concerns remain regarding its usefulness, ethical implications, and potential for AI-related anxiety among learners. This study aimed to investigate the factors influencing ChatGPT use, AI anxiety, and learning satisfaction among preservice teachers. Specifically, it examined perceived ease of use, perceived usefulness, interaction with ChatGPT, information quality, interaction quality, collaborative learning, and learning motivation and their relationships with ChatGPT use, AI anxiety, and satisfaction. A descriptive-quantitative design was employed, utilizing survey questionnaires administered to 169 preservice teachers across five teacher education programs. The data were analyzed via descriptive statistics and Pearson correlation. The findings revealed that most constructs were rated at moderate levels, except for learning motivation, which was high, and perceived usefulness, which was weak. ChatGPT use was strongly positively correlated with learning motivation, whereas learning satisfaction was significantly related to information quality, collaborative learning, and motivation. AI anxiety was generally low but influenced how preservice teachers engaged with ChatGPT, often with caution and validation of outputs. The study concludes that while AI anxiety does not prevent ChatGPT adoption, it shapes how preservice teachers evaluate and engage with the tool. Structured training, clear guidelines, and collaborative learning opportunities are recommended to enhance perceptions of usefulness, promote responsible adoption, and strengthen learning satisfaction in teacher education
Rural socioeconomic transformations mediated by AI
Get PDFIntroduction: Artificial intelligence (AI) impacts rural dynamics, but its bibliometric study is limited. This paper analyzes academic production on AI and its socioeconomic impact in rural areas between 2019 and 2022. Methodology: A search was conducted in Scopus, Web of Science, and other databases using the terms "AI," "socioeconomic transformations," and "rural." The data was processed using Bibliometrix and VOSviewer to analyze productivity, collaboration networks, and keyword co-occurrence. Duplicates were removed, and filters were applied by year, document type, and thematic relevance. Results: A large number of relevant publications were identified, with an annual growth of a quarter. Thematic core topics included smart agriculture, the digital divide, and rural employment. The United States, China, and India led the scientific production. Conclusions: AI is emerging as an expanding field for rural development, but inequalities in access persist. Further studies on public policy and inclusion are needed
Enriching the tourist experience at the Santuario de las Lajas through image recognition using WhatsApp
Get PDFThe main objective of this research is to enrich the visitor experience at the Santuario de las Lajas through an interactive virtual assistant. With the adoption of advanced technologies in the tourism sector, such as the IoT, Big Data and mobile applications, there is an opportunity to address the lack of detailed information about the sanctuary and its cultural heritage. The scarcity of information points and tour guides affects visitors\u27 understanding of the sanctuary\u27s architecture and artistic representations, hindering their access to knowledge about this iconic place. In response to this need, an assistant was developed that, through WhatsApp and image recognition capabilities, allows visitors to obtain contextualised and accurate information about points of interest by sending photographs. To create the assistant, historical and cultural information about the sanctuary was collected and analysed through bibliographic sources, site visits and interviews with experts. The assistant was then implemented using artificial intelligence techniques to ensure appropriate responses to the context of each query. Once development was complete, a comprehensive evaluation was carried out to verify the effectiveness of the system in interpreting images and the accuracy of the information provided. The project not only contributes to the cultural understanding of the sanctuary, but also exemplifies the use of innovative technologies in the conservation and dissemination of cultural heritage, thus promoting a model of innovation applicable to other tourist destinations of cultural relevance
AI-Based Digital Academic Monitors: Innovation for Enhancing Teaching in Higher Education
Get PDFHigher education faces challenges such as overcrowded classrooms and diverse learning styles, which have driven the development of digital academic monitors based on artificial intelligence (AI). These systems aim to personalize teaching, optimize instructors\u27 time, and strengthen students\u27 executive functions. The objective of this research was to analyze the impact of AI-based academic monitors in higher education, focusing on their ability to improve educational quality and develop cognitive skills. A systematic bibliometric analysis (2018–2023) was conducted using VOSviewer, evaluating 60 publications across three dimensions: learning personalization, teaching optimization, and executive function development. The study identified exponential growth in research since 2021, with prominent contributions in fields such as computer science and psychology. The monitors proved effective in adapting content (e.g., platforms like ALEKS), automating administrative tasks (e.g., Moodle chatbots), and enhancing metacognitive skills (self-regulation and planning). However, ethical and privacy challenges remain. AI monitors represent a transformative innovation, but their success depends on balancing technology with human oversight, ensuring inclusivity, and training educators in their strategic use