Abstract

VALDERREY LORONO, Michael Deivi  and  ECHEVERRIA GUZMAN, Ángel Yasmil. Ethical Applications of Cognitive Autonomy Regarding Artificial Intelligence in University Education. Rev. Sci. [online]. 2024, vol.9, n.33, pp.382-403.  Epub May 11, 2025. ISSN 2542-2987.  https://doi.org/10.29394/scientific.issn.2542-2987.2024.9.33.18.382-403.

The emergence of Artificial Intelligence (AI) in university education poses significant ethical and pedagogical challenges. This study analyzes, from a socio-critical perspective, the ethical implications of AI in the context of Venezuelan university education, with emphasis on cognitive autonomy. The research adopts a qualitative approach, using focus group interviews, participant observation, and exhaustive document review with students, teachers, and authorities from the Latin American and Caribbean University (ULAC), Caracas headquarters, Bolivarian Republic of Venezuela. The results reveal that AI is transforming teaching-learning processes through intelligent tutoring, adaptive platforms, and automated assessments, raising concerns about loss of control and algorithmic influence in decision-making. There is an evident need to develop contextualized ethical frameworks that consider Venezuela's socioeconomic and cultural particularities, as well as strengthen metacognitive competencies in students to preserve their autonomy. The study concludes that the ethical implementation of AI constitutes a philosophical, pedagogical, and sociocultural challenge requiring continuous reflection to enhance fundamental values in the Venezuelan educational system.

Keywords : ethics; cognitive autonomy; artificial intelligence; higher education; educational technology.

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