<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662026000100102</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.751</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones del Aprendizaje con ChatGPT en la educación Empresarial Universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of Learning with ChatGPT in University Business Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chacón Arenas]]></surname>
<given-names><![CDATA[Edinson Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Vizcarra]]></surname>
<given-names><![CDATA[Harry Nelson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado Saavedra]]></surname>
<given-names><![CDATA[Ivan Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Damián Gavino]]></surname>
<given-names><![CDATA[Mayerly Harley]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana de Ciencias Aplicadas  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana de Ciencias Aplicadas  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Peruana de Ciencias Aplicadas  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>102</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La ncorporación de la inteligencia artificial (IA) en la educación superior ha impulsado una transformación significativa en los procesos de enseñanza y aprendizaje. El objetivo del estudio fue explorar la percepción de la experiencia de aprendizaje de los estudiantes de pregrado respecto del uso de ChatGPT 3.5 como herramienta de apoyo académico en una escuela de negocios de una universidad peruana durante el año 2023. Se enmarcó en el paradigma pragmático, el método analítico-sintético y el enfoque mixto, con diseño de estudio de caso, de tipo convergente, con triangulación y corte transversal. La muestra estuvo conformada por 178 estudiantes de la carrera de Administración, quienes respondieron un cuestionario compuesto por ocho preguntas cerradas y cuatro abiertas, orientado a identificar sus conocimientos, experiencias y actitudes frente a la IA. Los resultados evidenciaron una percepción mayoritariamente positiva hacia ChatGPT, destacando su contribución al aprendizaje autónomo, a la comprensión de contenidos y al desarrollo de habilidades analíticas y creativas. Los participantes valoraron su utilidad para acceder a información confiable, resolver dudas con rapidez y fortalecer su capacidad de innovación académica. Asimismo, se observó que la confianza en la herramienta y la familiaridad con su uso incrementan la disposición a integrarse en futuras experiencias de aprendizaje. En conjunto, los hallazgos aportan evidencia empírica relevante sobre el potencial de ChatGPT como recurso pedagógico y subrayan la necesidad de promover políticas institucionales orientadas a la alfabetización digital y a la ética en la IA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The integration of artificial intelligence (AI) into higher education has driven a significant transformation in educational processes. This study aimed to explore undergraduate students' perceptions of their academic experience with ChatGPT 3.5 as an academic support tool in a business school at a Peruvian university during 2023. The research followed the pragmatic paradigm, the analytical-synthetic method, and a mixed approach, with a convergent case study design, triangulation, and a cross-sectional scope. The sample included 178 Business Administration students, who answered a questionnaire with eight closed-ended questions and four open-ended questions, which sought to identify their knowledge, experiences, and attitudes toward AI. The results showed a predominantly positive perception of ChatGPT and highlighted its contribution to autonomous study, content comprehension, and the development of analytical and creative skills. Participants valued its usefulness for access to reliable information, rapid resolution of doubts, and reinforcement of their capacity for academic innovation. The analysis also showed that confidence in the tool and familiarity with its use increased their willingness to integrate it into future academic experiences. Overall, the results provide relevant empirical evidence on ChatGPT's potential as a pedagogical resource and underscore the need to promote institutional policies directed toward digital literacy and AI ethics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Percepciones del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[ChatGPT]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[educación empresarial.]]></kwd>
<kwd lng="en"><![CDATA[Perceptions of learning]]></kwd>
<kwd lng="en"><![CDATA[ChatGPT]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[business education.]]></kwd>
</kwd-group>
</article-meta>
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