Technology and Education in the Era of Generative AI: Ethical-Social Analysis from University Classrooms in Peru

Abstract

Generative Artificial Intelligence transforms higher education, offering opportunities such as personalization of learning and immediate access to information. However, it poses significant ethical and social challenges. Research of qualitative approach, basic, inductive-hermeneutic method, the technique used was the interview with a structured guide of open questions, addressed to university teachers and students, then the QDA Miner Lite software was used, the research reveals the different perceptions between teachers and students about privacy, security and the impact on educational relationships. While recognizing benefits, concerns persist about dehumanization, the digital divide and inequity in access to technology. Authors such as Kant, Rawls, Piaget and Freire stress the need for an ethical and equitable use of these tools to promote critical thinking and individual responsibility. The results suggest implementing ethical committees, guaranteeing equitable access to technologies and the development of critical thinking that integrates GSI into the professional training system.