Digital Transformations in Higher Education: Platforms and Artificial Intelligence at the University of Buenos Aires

Abstract

This article presents the ｆndings of a study examining the ways in which faculty and students atthe University of Buenos Aires (UBA) use, experience, and perceive digital platforms and Artiｆcial Intelligence (AI). The massive integration of digital technologies during the pandemic precipitated a substantial shift in educational practices, a process further intensiｆed by the adoption of commercial platforms. Concurrently, the rise of AI tools has introduced new challenges for higher education. This study employed a mixed-methods approach through interviews and surveys conducted with faculty and students across all UBA faculties. The results indicate that the use of platforms for academic purposes is widespread. Platforms that facilitate communication and collaborative work are particularly prominent, although with differences between faculty and students: Faculty tend to favour email and more formal platforms, while students incorporate social media into their academic practices, intertwining their educational and everyday lives. In relation to AI—particularly ChatGPT—students emerge as the primary users. In contrast, fewer than half of the faculty report having used such tools, and most have yet to adopt a clear position regarding student use. Finally, the article refiects upon the ethical, pedagogical, and political challenges posed by the integration of generative AI within the university.