Perception of the Impact of ChatGPT and Artificial Intelligence on the Transformation of University Educational Management

Abstract

The growing presence of generative artificial intelligence (AI) is gradually reshaping how universities organize teaching, learning, and institutional processes. Tools such as ChatGPT are beginning to influence activities like academic planning, student support, and administrative workflows, which has led to increasing interest in understanding how these technologies are perceived within higher education. This study explores how faculty, administrative staff, and students interpret the impact of ChatGPT and AI on changes in university educational management. A quantitative, non-experimental, and crosssectional design was used, employing stratified sampling from a population of $\mathbf{6, 4 9 4}$ members, resulting in a sample of $\mathbf{1 8 0}$ participants. Data were collected through a 20 -item Likertscale questionnaire validated by expert judgment, with reliability values exceeding 0.85. The analyses, carried out in SPSS v28, included descriptive statistics, Pearson correlations, and multiple linear regression. Results indicate a meaningful positive relationship between the use of ChatGPT/AI and the perceived transformation of educational management ($\mathrm{r}=0.684, \mathrm{p}\lt0.01$), with the model explaining 57.8% of the variance. Overall, the findings offer insights that may help universities make informed decisions about the responsible and gradual adoption of artificial intelligence in Latin American higher education.

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