Between Efficiency and Ethics: AI Use in the Construction of Teaching Programs.

Abstract

This article analyzes the perceptions, uses, and ethical-pedagogical dilemmas faced by higher education teachers in Ecuador regarding the use of artificial intelligence (AI) tools in the development of teaching programs. Using a qualitative approach based on semi-structured interviews with eight academic content creators, the study explores motivations, benefits, risks, and strategies associated with generative AI in academic planning. Results reveal three usage profiles: strategic, mechanical, and rejection. Most participants use AI as a support tool to improve the organization and writing of content, though cases of uncritical dependency were also identified. Main perceived benefits include time-saving and improved content structuring. Limitations involve lack of originality, loss of pedagogical authorship, and ethical concerns related to transparency and academic integrity. Teachers agree that AI use must be mediated by pedagogical judgment, avoiding uncritical automation of teaching processes. The study concludes that, while AI presents opportunities for innovation in higher education, its integration requires careful reflection on the role of educators, professional ethics, and the need for training in the responsible use of these technologies.