The role of Artificial Intelligence in modifying research practices in the social sciences of Ecuador

Abstract

Introduction: the progressive incorporation of artificial intelligence (AI) in higher education has transformed research practices at the global level. However, in Ecuador, specifically within the Faculty of Social Sciences at the Technical University of Manabí, its adoption remains incipient. Objective: the objective of the study was to develop a theoretical framework that examines the impact of artificial intelligence on the research practices of UTM Social Sciences teachers, considering their discourses, experiences, and reinterpretations regarding the emerging or resisted use of these technologies. Method: the study followed a qualitative approach with phenomenological design and ethnomethodological elements. A purposive sample of 51 professors was selected from a population of 79. Analysis was based on predefined analytical categories, open/axial coding in Atlas.ti, and data–investigator–theory triangulation. Results: results revealed three main categories: positive perceptions of AI, challenges in its implementation, and proposals for responsible integration. Professors valued AI for aiding text organization and access to up-to-date sources but expressed concerns about ethical ambiguity and lack of institutional guidance. Conclusion: AI is perceived as a methodological support tool. However, its integration requires institutional policies, ethical accompaniment, and ongoing training to align with the epistemological values of social sciences.