Abstract:

The integration of Generative Artificial Intelligence (AI), such as ChatGPT, in university computer science education represents a revolution comparable to historical milestones like the printing press, the Internet, and smartphones. This technology offers a wide range of applications in computer science, including programming, problem explanation, documentation generation, image creation, design, and format conversion. However, there is still a lack of a robust culture of AI use, leading to its misuse, such as blindly accepting its content without critical analysis.

A current limitation is the absence of detailed guides on the effective use of prompts, which prevents maximizing the potential of these tools. Despite these challenges, AI significantly enhances productivity, reduces the need for memorization, and promotes creativity and convenience.

In the educational context, particularly in computer science, ChatGPT poses significant challenges. Its ability to easily solve simple problems can undermine the learning process. Moreover, current plagiarism detection systems are ineffective against content generated by ChatGPT, necessitating a reevaluation of assessment methods.

This scenario opens an ethical debate in university education. Questions arise about the legitimacy of passing courses using these tools or monetizing works generated by AI. In response to these dilemmas, the academic community must act to adapt its teaching methods. Options include prohibition, regulation, fear, ignorance, capitulation, or adaptation to these technologies.

The most pragmatic solution would be to rethink university pedagogy in response to AI, similar to how education adapted to the appearance of calculators and the Internet. This implies consciously integrating these tools into the curriculum, teaching students to use them critically and ethically, and redesigning assessment methods to focus more on critical thinking, creativity, and conceptual understanding, rather than on memorization and the repetition of routine tasks.

In summary, ChatGPT and similar technologies offer significant opportunities to enhance teaching and learning in computer science, but they also present unique challenges that require careful reflection and proactive adaptation by educators and students alike.

Keywords:

ChatGPT, Generative Artificial Intelligence, University Teaching, Ethics.