Artificial intelligence in universities, reflection for the philosophy of science and sustainability 79 41

Abstract

University classrooms are where students acquire higher-level knowledge and develop skills for future professional development in a work environment that requires decision-making through analysis, synthesis, and evaluation. Artificial intelligence provides guidance to students as a support tool, but there is a risk that it may become invasive or substitute for solving, thinking, and dictating what should or can be done, resulting in negative impacts and generating significant risks. The objective is to investigate students' reflections of artificial intelligence for their proper training, which must consciously consider sustainability and the importance of the philosophy of science to position it as a technological advancement. The paradigm is qualitative, as it involves discussion and the speculative aspects of the philosophy of science. Worksheets and a Likert scale were used to collect information. The results show that approximately 35% of respondents agree on the positive and negative aspects of its use, highlighting risks and benefits. The most radical position, which defends artificial intelligence, is held by a very small percentage of the total respondents.