Artificial Intelligence and Digital Literacy: Impact on the Teaching Process of Students at Higher Education Institutions

Authors

  • Martha Magdalena Mendoza Vargas Universidad Autonóma de Nuevo León
  • Francisco Saucedo Espinoza Universidad Autonóma de Nuevo León https://orcid.org/0000-0002-5257-4394
  • Ruth Isela Martínez Valdez Universidad Autonóma de Nuevo León https://orcid.org/0000-0001-6759-3144
  • Sara Sofía Luna Mosqueda Universidad Autonóma de Nuevo León

DOI:

https://doi.org/10.29105/revig1.4-43

Keywords:

Digital Literacy, Teaching-learning process, technology 4.0, virtual environments, Digital Literacy, Teaching-learning process, technology 4.0, virtual environments

Abstract

Currently, the use of 4.0 technologies and technological tools such as digital devices has resulted in a large part of the activities that were carried out in physical spaces at Higher Education Institutions (HEIs) migrating to virtual environments remotely. This has led to an increasing number of people having to use information and communication technologies as everyday tools, but their incorporation into daily activities is done instrumentally without a deep understanding of how they work and their benefits to the teaching process. The objective of this research is to determine if there is a difference in digital literacy between university professors and students. This research is quantitative and descriptive; it is cross-sectional, non-experimental, and non-probabilistic. To obtain information, a survey was designed with Likert-type questions ranging from 1 (strongly disagree) to 5 (strongly agree). Ninety university students and 85 professors were surveyed. An ANOVA was performed to obtain the results, and the results showed that there is a difference in digital literacy between professors and students

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Author Biography

Ruth Isela Martínez Valdez, Universidad Autonóma de Nuevo León

Graduated with a Bachelor's Degree in Administration from FACPYA, she obtained a Master's degree in General Administration from EGAII of FCQ and a Doctorate in Philosophy with a specialty in Administration from FACPYA with Summa Cumme Laude distinction, all at the Autonomous University of Nuevo León, since 1992 she has worked in the industry as an administrative manager in administration areas, she began her career at the Faculty of Chemical Sciences in August 2001 in the specialty area of ​​​​the Industrial Engineer and Administrator career. Since 2015 she is PTC and has been appointed as an ordinary teacher since 2019, she is also a part-time teacher at FACPYA since 2007, she has a PRODEP profile, also with the certification as an administration teacher by ANFECA, she also has the CONOCER EC-0688 certification. In 2024, he obtained SNI I recognition.

Since 2016, he has been a professor-researcher and is currently the leader of the UANL-CA-423 Industrial Management Consolidation faculty. He has participated in national and international conferences, published in scientific journals, and authored books and book chapters.

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Published

2025-06-16

How to Cite

Mendoza Vargas, M. M., Saucedo Espinoza, F., Martínez Valdez, R. I., & Luna Mosqueda, S. S. (2025). Artificial Intelligence and Digital Literacy: Impact on the Teaching Process of Students at Higher Education Institutions. Revista Ingeniería Y Gestión Industrial, 1(4). https://doi.org/10.29105/revig1.4-43

Issue

Vol. 1 No. 4 (2024): Enero/Diciembre 2024

Section

Artículos

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