The Benefits and limitations in the use of AI by university professors in Central America and the Dominican Republic

Abstract

Artificial intelligence (AI) has permeated various fields over the past few decades. In education, although the first AI systems emerged in the 1970s, their implementation in teaching and learning processes has only recently accelerated. Studies indicate that significant knowledge gaps regarding these technologies persist, creating limitations among university professors, as well as certain resistance and negative attitudes toward their integration. Therefore, further research is needed to fully understand professors' knowledge of AI tools, as well as their views on benefits, limitations, willingness to incorporate them, and differences between these groups. Based on the above, it was deemed appropriate to approach the research using a non-experimental, cross-sectional design with a mixed approach. The overall research objective: To identify the benefits and limitations perceived by Central American and Dominican Republic faculty regarding the use of AI in higher education in teaching and learning processes, during the period from 2024 to 2025. Regarding the results, faculty recognized AI's potential to personalize teaching and improve the educational experience. They highlighted the benefits of AI in adapting teaching content and methods to individual students' needs, as well as in creating more collaborative and interactive learning environments. However, concerns and challenges also emerged. Among them, the need to ensure equal access to technology and adequate training for all faculty was highlighted.