Competencies for the use of artificial intelligence and self efficacy in research project design
DOI:
https://doi.org/10.63688/d3848y18Keywords:
artificial intelligence, digital competencies, self-efficacy, research, higher educationAbstract
Introduction: The incorporation of artificial intelligence tools into university research requires competencies that enable users to understand how these technologies work, apply them appropriately, critically evaluate their outputs, and use them according to ethical criteria. At the same time, self-efficacy influences individuals’ perceived ability to formulate and structure research projects. Objective: To determine the relationship between competencies for the use of artificial intelligence and self-efficacy in the design of research projects. Methodology: A quantitative, non-experimental, correlational, and cross-sectional study was conducted with 175 senior university students selected through non-probability convenience sampling. A 40-item questionnaire adapted from SNAIL and C-RSES was administered. Reliability reached α = 0.924 for AI competencies and α = 0.934 for self-efficacy. Results: A medium level of AI competencies was found in 59.4% of participants, while 52.0% showed a medium level of self-efficacy. A positive and significant correlation was obtained between the variables, r = 0.744, p < 0.001. Correlations between dimensions ranged from r = 0.462 to r = 0.588. Conclusion: Higher competencies for the use of artificial intelligence were associated with greater self-efficacy in designing research projects, although these results do not allow causal relationships to be established.
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Copyright (c) 2026 David Israel Báez Herrera, Galo Fernando Almeida Casanova, Génesis Gissell Cabrera Salazar, Julio Alfredo Castillo Guillin, Ángel Patricio Herrera Carrión (Autor/a)
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