<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000200993</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2682</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La incorporación de ChatGPT en la educación universitaria: la enseñanza docente desde el modelo de difusión de innovaciones]]></article-title>
<article-title xml:lang="en"><![CDATA[The incorporation of ChatGPT in university education: teaching from the diffusion of innovations model]]></article-title>
<article-title xml:lang="pt"><![CDATA[A incorporação do ChatGPT no ensino universitário: formação de professores a partir do modelo de difusão da inovação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Beltrán]]></surname>
<given-names><![CDATA[Reyna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Valerio]]></surname>
<given-names><![CDATA[Juan Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olivo García]]></surname>
<given-names><![CDATA[Edith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200993&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200993&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200993&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio analizó el impacto de la incorporación de ChatGPT en la educación universitaria desde la perspectiva docente, explorando la decisión de utilizar esta herramienta y su implementación en el aula. El objetivo principal fue evaluar el nivel de conocimiento que poseen docentes universitarios sobre ChatGPT, utilizando el modelo de difusión de innovaciones para identificar los impactos y desafíos asociados con su integración en la enseñanza. La investigación se desarrolló bajo un enfoque cuantitativo, con un diseño no experimental, transversal y de alcance descriptivo. Se aplicó una encuesta como instrumento de recolección de datos, dirigida a 53 docentes con experiencia en tres diferentes países. La confiabilidad del instrumento se determinó mediante el Alfa de Cronbach, obteniendo un valor de &#945; = 0.96. El análisis de los resultados evidenció un alto interés en la incorporación de ChatGPT en la educación universitaria, así como diversos desafíos relacionados con su implementación. Entre los principales hallazgos, se identificó que la comunidad docente reconoce el potencial de esta herramienta para mejorar la interacción y personalización del aprendizaje, optimizar la distribución de contenidos y fortalecer la retroalimentación a los estudiantes. En conclusión, la adopción de ChatGPT en la educación superior podría representar una oportunidad significativa para transformar la enseñanza y mejorar la calidad educativa. Su uso favorece avanzar en la formación de profesionales mejor preparados para afrontar los retos actuales, favoreciendo un proceso de enseñanza-aprendizaje más dinámico y eficiente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study analyzed the impact of incorporating ChatGPT into higher education from the faculty perspective, exploring the decision to use this tool and its implementation in the classroom. The main objective was to assess the level of knowledge university professors possess about ChatGPT, using the diffusion of innovations model to identify the impacts and challenges associated with its integration into teaching. The research was conducted using a quantitative approach with a non-experimental, cross-sectional, and descriptive design. A survey was applied as the data collection instrument, administered to 53 instructors with teaching experience in three different countries. The reliability of the instrument was determined through Cronbach&#8217;s Alpha, obtaining a value of &#945; = 0.96. The analysis of the results revealed a high level of interest in incorporating ChatGPT into higher education, as well as various challenges related to its implementation. Among the main findings, it was identified that the teaching community recognizes the potential of this tool to enhance interaction and learning personalization, optimize content delivery, and strengthen student feedback.In conclusion, the adoption of ChatGPT in higher education could represent a significant opportunity to transform teaching and improve educational quality. Its use fosters the development of better-prepared professionals capable of facing current challenges, promoting a more dynamic and efficient teaching-learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisou o impacto da incorporação do ChatGPT no ensino universitário sob a perspectiva do corpo docente, explorando a decisão de utilizar essa ferramenta e sua implementação em sala de aula. O objetivo principal foi avaliar o nível de conhecimento que o corpo docente universitário possui sobre o ChatGPT, utilizando o modelo de difusão de inovações para identificar os impactos e desafios associados à sua integração no ensino. A pesquisa foi conduzida utilizando uma abordagem quantitativa, com um delineamento não experimental, transversal e descritivo. Um questionário foi aplicado a 53 docentes com experiência em três países diferentes. A confiabilidade do instrumento foi determinada utilizando o alfa de Cronbach, resultando em um valor de &#945; = 0,96. A análise dos resultados revelou um alto nível de interesse na incorporação do ChatGPT no ensino universitário, bem como diversos desafios relacionados à sua implementação. Entre as principais conclusões, identificou-se que a comunidade docente reconhece o potencial dessa ferramenta para melhorar a interação e a personalização da aprendizagem, otimizar a apresentação do conteúdo e fortalecer o feedback dos alunos. Em conclusão, a adoção do ChatGPT no ensino superior pode representar uma oportunidade significativa para transformar o ensino e melhorar a qualidade educacional. Sua utilização fomenta o desenvolvimento de profissionais mais bem preparados para enfrentar os desafios atuais, promovendo um processo de ensino e aprendizagem mais dinâmico e eficiente.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[Innovación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Docentes universitarios]]></kwd>
<kwd lng="en"><![CDATA[Artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical innovation]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[University faculty]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência artificial]]></kwd>
<kwd lng="pt"><![CDATA[Inovação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Corpo docente universitário]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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