Use of Generative Artificial Intelligence and Perception of Academic Authorship among University Students

Abstract

The incorporation of generative artificial intelligence in higher education has intensified the debate on academic authorship, originality, and intellectual responsibility, particularly due to the increasing use of these tools by university students without clearly established formative guidelines, which justifies the need to empirically examine their impact on the development of responsible academic practices. Objective: To establish the relationship between the use of generative artificial intelligence and the perception of academic authorship in university students. Methodology: The study was conducted under a quantitative approach, with a non-experimental, cross-sectional, and correlational design. Valid and reliable instruments were applied to a sample of 239 university students. Results: The findings showed that the use of generative artificial intelligence obtained a mean of 72.01 (SD = 15.20), corresponding to a medium level and including 52.30% of participants, while the perception of academic authorship reached a mean of 71.40 (SD = 16.31), also at a medium level. A high and statistically significant positive correlation was identified between both variables (r = 0.853; p = 0.000), with strong coefficients across their dimensions, ranging from 0.809 to 0.860. Conclusions: The results indicate that a higher use of generative artificial intelligence is associated with higher levels of authorship awareness, originality, and ethical responsibility, suggesting that these technologies, when used consciously, can be integrated into higher education without compromising academic integrity.