Integration of Generative Artificial Intelligence Tools into the Design of Learning Activities in Higher Education

Abstract

This research paper examines the impact and effectiveness of integrating Generative Artificial Intelligence (GAI) tools into the design of learning activities in higher education. Utilizing a mixed-method approach with a sequential explanatory design, the study explored how these technologies transform teaching practices and the overall student experience. The quantitative phase, conducted with a sample of 50 students and 12 professors in Mexico, revealed an outstanding perception of utility (88% acceptance), highlighting significant improvements in instructional design efficiency and the ability to personalize educational content. The qualitative phase, consisting of in-depth interviews with 6 key informants, identified that while GAI optimizes response times and diversifies teaching resources, its implementation faces critical challenges such as data "hallucination," the risk of technological dependence, and the constant need for human pedagogical validation. The findings suggest that GAI functions not merely as a technical assistant but as a catalyst for educational innovation, provided its use is aligned with clear curricular objectives and an ethical framework that preserves critical thinking. The study concludes that faculty training in advanced digital competencies is imperative to transition from an instrumental use of AI toward a purposeful didactic integration.