Learning with artificial intelligence: Experiences and knowledge of future information professionals
DOI:
https://doi.org/10.54167/rei.v4i1.2259Keywords:
EspañolAbstract
The study addresses the problem of the accelerated incorporation of artificial intelligence (AI) in information science training and the limited knowledge regarding its formative use among students, which creates gaps in their professional profile. Its objective was to analyze the learning experiences and knowledge constructed by future professionals when using AI tools during their academic trajectory. A quantitative, descriptive, and non-experimental design was used with a convenience sample of 92 students from university information science programs during the 2025-2026 academic cycle. A structured questionnaire with five dimensions was applied online: use and familiarity, developed knowledge, educational value, ethics, and professional attitudes; descriptive statistical analysis was performed. Findings show a high preference for conversational platforms and a focus on information search and synthesis, support for understanding concepts, academic writing, and idea generation. Learning outcomes emerge, such as the ability to synthesize, understand specialized concepts, and formulate effective questions. Simultaneously, students recognize risks: technological dependence, potential decrease in critical thinking, inaccurate information, plagiarism, unequal access, and privacy. The study concludes that artificial intelligence operates as a learning mediator and reshapes information competencies, therefore institutions must integrate its critical and ethical use into curricula, strengthening AI literacy, evaluation of generated content, and integrity criteria; additionally, a model is outlined that articulates technological use, knowledge, ethical reflection, and professional foresight.
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