HYBRID EDUCATIONAL ECOSYSTEMS IN UPPER SECONDARY EDUCATION: A SYSTEMIC AND ETHICAL APPROACH TO AI DISRUPTION

Abstract

The emergence of Artificial Intelligence (AI) in upper secondary education is transforming teaching and learning processes beyond the physical classroom and contributing to the formation of digitally mediated educational ecosystems. This study examines the impact of AI integration on student behavior, ethical attitudes, academic performance, and critical thinking at High School No. 7 of the University of Guadalajara. The aim of the study is to identify the relationship between the frequency of AI use and changes in students’ behavioral, academic, and ethical patterns, as well as to assess whether AI functions primarily as a learning-support tool or risks becoming a substitute for independent thinking. Using a systemic ecosystem approach, the research considers not only technological adoption but also its cognitive and ethical implications in the context of the Sustainable Development Goals. Methodologically, a quantitative diagnostic study was conducted to examine the relationship between the frequency of AI use and behavioral changes among students, considering both personal interests and required curricular content. The findings reveal a complex relationship between AI use and educational outcomes. Although frequent use is associated with time-saving practices and a potential risk of cognitive dependence, a weak positive association was identified between intensive AI use and academic integrity. Contrary to assumptions about increased passivity, frequent AI users demonstrated higher levels of source verification and informed skepticism. The results suggest that sustained interaction with AI may contribute to the development of algorithmic literacy when its use occurs within an educational environment that prioritizes ethics, critical thinking, and responsible engagement over speed and convenience.