Adoção de inteligência artificial no processo de ensino-aprendizagem: um estudo em um curso de administração da Universidade Federal da Paraíba

Abstract

The adoption of Artificial Intelligence in teaching and learning has brought about significant transformations in academic practices, giving rise to debates regarding its potential and its 3 ethical and pedagogical implications. In this context, the objective of this study was to analyze the perceptions of faculty and students in an Administration program regarding the use of AI tools in the teaching–learning process, particularly in subjects related to the field of methodology. The study adopts a mixed-methods approach, with a descriptive character and applied nature, and is conducted as a single case study through a questionnaire administered to thirty-eight students and semi-structured interviews with four faculty members. Quantitative data were analyzed using statistical methods, while qualitative data were examined through content analysis. The results, according to the students’ perceptions, indicate that AI is used as a support tool for textual organization, content comprehension, structuring, and optimization of time in academic activities. However, from the faculty’s perspective, concerns emerge regarding technological dependence, superficiality of academic outputs, and the potential weakening of critical thinking. Therefore, although AI represents a relevant resource for enhancing learning, its use requires pedagogical mediation, ethical training, and the development of critical competencies to ensure that it functions as a support tool rather than a substitute for human reasoning.