Aprendizaje situado en MIPyMES de Nayarit: proyecto integrador con inteligencia artificial en estudiantes de Administración

Abstract

Training in Business Administration requires linking the classroom with the problems faced by local companies. This study aims to describe changes in the knowledge and self-perceived abilities of Business Administration students after an integrative project in which they diagnosed micro, small and medium-sized enterprises (MSMEs) with the support of artificial intelligence (AI). The study followed a descriptive mixed-methods approach, with a pre-experimental one-group pretest-posttest design and an intermediate follow-up. Participants were 22 fourth-semester students at the Autonomous University of Nayarit, who diagnosed 11 companies during an intersemester course supported by NotebookLM notebooks prepared by the instructor. Three questionnaires with closed and open-ended questions were administered. On the eleven knowledge questions repeated at the beginning and at the end, correct answers rose from 85.1% to 95.9%, and agreement with self-perception statements rose from 52.3% to 88.1%, with the greatest progress in financial content. The main difficulty was defining the company's core problem, while AI was used mainly for writing. The results are consistent with the project's formative purpose and suggest that problem formulation and the use of AI to verify analysis should be taught explicitly.