Keywords
How to Cite
Abstract
Technology integration in education has transformed learning, highlighting tools such as ChatGPT in teaching English. Thus, this study aimed to analyze the integration of ChatGPT in Latin America's Higher Education. The methodology was qualitative and descriptive, with a literature review design. It shows that students and teachers value ChatGPT in English teaching, highlighting its potential to improve writing, feedback, and academic engagement. However, ethical challenges, technological dependence, the digital divide, and contextual limitations are identified in Latin America. The studies suggest the need for formative strategies and regulatory frameworks that ensure responsible use adapted to cultural and institutional particularities to maximize significant educational benefits. It is concluded that, despite the remarkable interest and potential of ChatGPT to improve English language learning, there are challenges in integration, training, digital divide, and regulation, particularly in Latin American contexts.
References
Abdelhalim, S. M. (2024). Using ChatGPT to promote research competency: English as a Foreign Language undergraduates’ perceptions and practices across varied metacognitive awareness levels. Journal of Computer Assisted Learning, 40(3), 1261-1275. https://doi.org/10.1111/jcal.12948
Acosta-Enriquez, B. G., Arbulú Ballesteros, M. A., Arbulu Perez Vargas, C. G., Orellana Ulloa, M. N., Gutiérrez Ulloa, C. R., Pizarro Romero, J. M., Gutiérrez Jaramillo, N. D., Cuenca Orellana, H. U., Ayala Anzoátegui, D. X., & López Roca, C. (2024). Knowledge, attitudes, and perceived Ethics regarding the use of ChatGPT among generation Z university students. International Journal for Educational Integrity, 20(1). https://doi.org/10.1007/s40979-024-00157-4
Acosta-Enriquez, B. G., Arbulú Ballesteros, M. A., Huamaní Jordan, O., López Roca, C., & Saavedra Tirado, K. (2024). Analysis of college students’ attitudes toward the use of ChatGPT in their academic activities: Effect of intent to use, verification of information, and responsible use. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01764-z
Acosta-Enriquez, B. G., Arbulú Pérez Vargas, C. G., Huamaní Jordan, O., Arbulú Ballesteros, M. A., & Paredes Morales, A. E. (2024). Exploring attitudes toward ChatGPT among college students: An empirical analysis of cognitive, affective, and behavioral components using path analysis. Computers and Education: Artificial Intelligence, 7. https://doi.org/10.1016/j.caeai.2024.100320
Ad?güzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3). https://doi.org/10.30935/cedtech/13152
Aithal, P. S., & Aithal, S. (2023). Application of Chatgpt in Higher Education and Research – a Futuristic Analysis. International Journal of Applied Engineering and Management Letters (IJAEML), 7(3), 168-194.https://doi.org/10.2139/ssrn.4674364
Ajani, O. A., Gamede, B., & Matiyenga, T. C. (2024). Leveraging artificial intelligence to enhance teaching and learning in higher education: Promoting quality education and critical engagement. Journal of Pedagogical Sociology and Psychology, 7(1), 54-69. https://doi.org/10.33902/jpsp.202528400
Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. Q. (2023). Impact of ChatGPT on Learning Motivation: Teachers and Students’ Voices. Journal of English Studies in Arabia Felix, 2(1), 41-49. https://doi.org/10.56540/jesaf.v2i1.51
Alkamel, M. A. A., & Alwagieh, N. A. S. (2024). Utilizing an adaptable artificial intelligence writing tool (ChatGPT) to enhance academic writing skills among Yemeni university EFL students. Social Sciences & Humanities Open, 10. https://doi.org/10.1016/j.ssaho.2024.101095
Altamimi, A. (2024). Harnessing the integration of chat GPT in higher education: The evaluation of stakeholders’ sentiments using NLP techniques. Discover Sustainability, 5(1). https://doi.org/10.1007/s43621-024-00774-6
Arbulú Ballesteros, M. A., Acosta Enríquez, B. G., Ramos Farroñán, E. V., García Juárez, H. D., Cruz Salinas, L. E., Blas Sánchez, J. E., Arbulú Castillo, J. C., Licapa-Redolfo, G. S., & Farfán Chilicaus, G. C. (2024). The Sustainable Integration of AI in Higher Education: Analyzing ChatGPT Acceptance Factors Through an Extended UTAUT2 Framework in Peruvian Universities. Sustainability, 16(23). https://doi.org/10.3390/su162310707
Avello-Martínez, R., Gajderowicz, T., & Gómez-Rodríguez, V. G. (2024). Is ChatGPT helpful for graduate students in acquiring knowledge about digital storytelling and reducing their cognitive load? An experiment. Revista de Educación a Distancia, 24(78). https://doi.org/10.6018/red.604621
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
Díaz, J., Navarrete, P., Fabara, Z., & Cayambe, M. (2025). Correlational study of ChatGPT usage and English learning outcomes among university students. Revista Paraguaya de Educación a Distancia, 6(1), 66-77. https://doi.org/10.56152/reped2025-vol6num1-art6
Díaz-Guio, D. A., Henao, J., Pantoja, A., Arango, M. A., Díaz-Gómez, A. S., & Gómez, A. C. (2024). Artificial intelligence, applications and challenges in simulation-based education. Colombian Journal of Anesthesiology, 52(1). https://doi.org/10.5554/22562087.e1085
Durazno, B. V., Díaz, K. M., & Zambrano, J. F. (2025). Exploring the Effect of ChatGPT as an Educational Tool to Improve Vocabulary Acquisition in the English Language. Ciencia Latina Revista Científica Multidisciplinar, 9(1), 4874-4886. https://doi.org/10.37811/cl_rcm.v9i1.16190
Evangelista, E. D. L. (2025). Ensuring academic integrity in the age of ChatGPT: Rethinking exam design, assessment strategies, and ethical AI policies in higher education. Contemporary Educational Technology, 17(1). https://doi.org/10.30935/cedtech/15775
Flanagin, A., Bibbins-Domingo, K., Berkwits, M., & Christiansen, S. L. (2023). Nonhuman “Authors” and Implications for the Integrity of Scientific Publication and Medical Knowledge. JAMA, 329(8), 637-639. https://doi.org/10.1001/jama.2023.1344
García-Ramírez, Y., Campoverde, P., Díaz, F., Ortega, J., & Vásquez, J. (2024). Assessing Ethical Implications of ChatGPT in Higher Education: A Focus on Students. Proceedings of Ninth International Congress on Information and Communication Technology.
Gil-Vera, V. D. (2024). Uso de ChatGPT por estudiantes universitarios: Un análisis relacional. Formación universitaria, 17(5), 129-138. https://doi.org/10.4067/s0718-50062024000400129
Hossain, K., & Al Younus, A. (2024). Teachers’ Perspectives on Integrating ChatGPT into EFL Writing Instruction. TESOL Comunications, 4(1), 41-60. https://doi.org/10.58304/tc.20250103
Huesca, G., Martínez-Treviño, Y., Molina-Espinosa, J. M., Sanromán-Calleros, A. R., Martínez-Román, R., Cendejas-Castro, E. A., & Bustos, R. (2024). Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy. Education Sciences, 14(6). https://doi.org/10.3390/educsci14060660
Kami?ska, D., Zwoli?ski, G., Le?niewicz, A., & Raposo, R. (2024). Augmented Reality: Current and New Trends in Education. Electronics, 12(16). https://doi.org/10.20944/preprints202306.1665.v1
Khandelwal, P., Shankar, P., & Siddiraju, U. R. (2022). 17—Skillsets and attributes for enhanced teaching–learning outcomes at higher educational institutions in disruptive times. En U. G. Singh, C. S. Nair, C. Blewett, & T. Shea, (eds.). Academic Voices (pp. 227-238). Chandos Publishing. https://doi.org/10.1016/B978-0-323-91185-6.00032-X
Kilmova, B., Pikhart, M., & AL- Obaydi, L. (2024). Exploring the potential of ChatGPT for foreign language education at the university level. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1269319
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 54(2), 537-550. https://doi.org/10.1177/00336882231162868
Koraishi, O. (2023). Teaching English in the Age of AI: Embracing ChatGPT to Optimize EFL Materials and Assessment. Language Education and Technology, 3(1).
Kovari, A. (2025). Ethical use of ChatGPT in education—Best practices to combat AI-induced plagiarism. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1465703
Lin, H., & Chen, Q. (2024). Artificial intelligence (AI) -integrated educational applications and college students’ creativity and academic emotions: Students and teachers’ perceptions and attitudes. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01979-0
Lin, S.-M., Chung, H.-H., Chung, F.-L., & Lan, Y.-J. (2023). Concerns About Using ChatGPT in Education. En Y.-M. Huang & T. Rocha, (eds.). Innovative Technologies and Learning (pp. 37-49). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-40113-8_4
Lo, C. K., Yu, P. L. H., Xu, S., Ng, D. T. K., & Jong, M. S. (2024). Exploring the application of ChatGPT in ESL/EFL education and related research issues: A systematic review of empirical studies. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00342-5
Meniado, J. (2023). The Impact of ChatGPT on English Language Teaching, Learning, and Assessment: A Rapid Review of Literature – AWEJ. Arab World English Journal, 14(4). https://dx.doi.org/10.24093/awej/vol14no4.1
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT. Education Sciences, 13(9). https://doi.org/10.3390/educsci13090856
Miliou, O., & Angeli, C. (2021). Measuring the Internet Skills of Gen Z Students in Higher Education: Validation of the Internet Skills Scale in University Settings. 7th International Conference on Higher Education Advances (HEAd’21). https://doi.org/10.4995/HEAd21.2021.13070
Navas, G., Navas-Reascos, G., Navas-Reascos, G. E., & Proaño-Orellana, J. (2024). Exploring the Effectiveness of Advanced Chatbots in Educational Settings: A Mixed-Methods Study in Statistics. Applied Sciences, 14(19). https://doi.org/10.3390/app14198984
Nazeer, I., Yasmin, S., & Mushtaq Khan, N. (2024). English Language Acquisition through ChatGPT: A Study on Personalized Conversational Practice and Feedback. Journal of Applied Linguistics and TESOL, 7(4), 1076-1091. https://doi.org/10.2139/ssrn.5079704
O’Farrell, J., & Weaver, C. (2024). Technology and Transformation: Redefining Higher Education for Generations Z and Alpha. Social Science Research Network, 1-38. http://dx.doi.org/10.2139/ssrn.4833043
Pavlovic, D., Soler, J., & Stanisavljevic-Petrovic, Z. (2024). Un profesor particular a tiempo completo—A full-time professor dedicated to you: ChatGPT desde el punto de vista de los estudiantes universitarios. Revista Española de Pedagogía, 82(289), 563-584.
Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2410101
Quintero-López, J. L., Pérez-Rendón, Á. L., & Arismendi-Ramírez, A. (2023). El papel transformador de chatgpt en la excelencia de la educación. Investigaciones Andina, 25(46), 51-61. https://doi.org/10.33132/01248146.2259
Rane, N., Choudhary, S., & Rane, J. (2023). Education 4.0 and 5.0: Integrating Artificial Intelligence (AI) for Personalized and Adaptive Learning. Social Science Research Network, 1-15. http://dx.doi.org/10.2139/ssrn.4638365
Rane, N. L., Paramesha, M., & Desai, P. (2024). Artificial intelligence, ChatGPT, and the new cheating dilemma: Strategies for academic integrity. In N. L. Rane, (ed.). Artificial Intelligence and Industry in Society 5.0 (pp. 1-23). Deep Science Publishing. https://doi.org/10.70593/978-81-981271-1-2_1
Rivadeneira, L., Luna, D., & Fernandez, C. (2024). Exploring the Role of ChatGPT in Higher Education Institutions: Where does Latin America Stand? Digital Government: Research and Practice, 6(2), 1 - 12. https://doi.org/10.1145/3689370
Rivera-Rosas, C. N., Calleja-López, J. R. T., Ruibal-Tavares, E., Villanueva-Neri, A., Flores-Felix, C. M., & Trujillo-López, S. (2024). Exploring the potential of ChatGPT to create multiple-choice question exams. Educacion Medica, 25(4). https://doi.org/10.1016/j.edumed.2024.100930
Rivero, M. (2024). Training for teachers on implementing ChatGPT in language teaching. Aula de Encuentro, 26(2), 232-253.
Rodriguez--Moscoso, M. B., & Naranjo--Andrade, S. S. (2024). ChatGPT y EFL: Un análisis exhaustivo a través de la literatura. MQRInvestigar, 8(2). https://doi.org/10.56048/MQR20225.8.2.2024.1648-1666
Roman-Acosta, D., Torres, E. R., Montoya, M. B. B., Zavala, L. C. L., & Gamboa, A. J. P. (2024). ChatGPT y su uso para perfeccionar la escritura académica en educandos de posgrado. Praxis Pedagógica, 24(36). https://doi.org/10.26620/uniminuto.praxis.24.36.2024.53-75
Sailer, M., Schultz, F., & Fischer, F. (2021). Contextual facilitators for learning activities involving technology in higher education: The C-model—ScienceDirect. Computers in Human Behavior, 121. https://doi.org/10.1016/j.chb.2021.106794
Salas Acuña, E. F., & Amador Solano, M. G. (2023). Usos de ChatGPT® para la revisión de textos académicos: Algunas consideraciones. Revista Innovaciones Educativas, 25(1), 60-78. https://doi.org/10.22458/ie.v25iespecial.4936
Santiago-Ruiz, E. (2023). Writing with ChatGPT in a context of educational inequality and digital divide. The International Journal of Education and Development using Information and Communication Technology, 19, 28-38.
Shireen, N., & Shireen, S. (2020). Integrating Technology In 21 st Century Classrooms: Pathways Towards Harmony Through Education. IOSR Journal of Research & Method in Education (IOSR-JRME), 9(6), 64-68. https://doi.org/10.9790/7388-0906036468
Solano-Barliza, A. D., Ojeda, A. D., & Aarón-Gonzalvez, M. (2024). Análisis cuantitativo de la percepción del uso de inteligencia artificial ChatGPT en la enseñanza y aprendizaje de estudiantes de pregrado del caribe colombiano. Formación universitaria, 17(3), 129-138. https://doi.org/10.4067/s0718-50062024000300129
Solovei, V., Horban, Y., Samborska, O., Yarova, I., & Melnychenko, I. (2023). Digital transformation of education in the context of the realities of the information society: Problems, prospects. Revista Eduweb, 17(2), 225-233. https://doi.org/10.46502/issn.1856-7576/2023.17.02.19
Sosa, E. P., Angulo, F. del R. M., & Lozada, H. R. (2024). Chatgpt-Based Didactic Strategies To Improve Students’ English Language Reading And Writing Skills. Estudios y Perspectivas Revista Científica y Académica, 4(1), 390-420. https://doi.org/10.61384/r.c.a..v4i1.108
Tomaron, O., Miñoza, J., Comighud, E., & Amontos, C. (2024). Empowering Teachers: Integrating Technology into Livelihood Education for a Digital Future. Excellencia: International Multi-Disciplinary Journal of Education, 1(1), 30-41.
Torres-Peña, R. C., Peña-González, D., Chacuto-López, E., Ariza, E. A., & Vergara, D. (2024). Updating Calculus Teaching with AI: A Classroom Experience. Education Sciences, 14(9). https://doi.org/10.3390/educsci14091019
Vargas-Murillo, A. R., de la Asuncion Pari-Bedoya, I. N. M., & de Jesús Guevara-Soto, F. (2023). Challenges and Opportunities of AI-Assisted Learning: A Systematic Literature Review on the Impact of ChatGPT Usage in Higher Education. International Journal of Learning, Teaching and Educational Research, 22(7), 122-135. https://doi.org/10.26803/ijlter.22.7.7
Wang, Y. (2025). A Study on the Efficacy of ChatGPT-4 in Enhancing Students’ English Communication Skills. Sage Open, 15(1). https://doi.org/10.1177/21582440241310644
Williams, R. T. (2024). The ethical implications of using generative chatbots in higher education. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1331607
Yu, C., Yan, J., & Cai, N. (2024). ChatGPT in higher education: Factors influencing ChatGPT user satisfaction and continued use intention. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1354929
Zeb, A., Ullah, R., & Karim, R. (2024). Exploring the role of ChatGPT in higher education: Opportunities, challenges and ethical considerations. The International Journal of Information and Learning Technology, 41(1), 99-111. https://doi.org/10.1108/IJILT-04-2023-0046
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00316-7
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Adriana Peralta, Manuel Pila