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dc.date.accessioned 2025-11-10T17:50:09Z
dc.date.available 2025-11-10T17:50:09Z
dc.date.issued 2025-11
dc.identifier.uri http://sedici.unlp.edu.ar/handle/10915/187092
dc.description.abstract Generative AI is transforming higher education, yet systematic evidence on student adoption remains limited. Using novel survey data from a selective U.S. college, we document over 80 percent of students using AI academically within two years of ChatGPT’s release. Adoption varies across disciplines, demographics, and achievement levels, highlighting AI’s potential to reshape educational inequalities. Students predominantly use AI for augmenting learning (e.g., explanations, feedback), but also to automate tasks (e.g., essay generation). Positive perceptions of AI’s educational benefits strongly predict adoption. Institutional policies can influence usage patterns but risk creating unintended disparate impacts across student groups due to uneven compliance. en
dc.language en es
dc.subject artificial intelligence es
dc.subject education es
dc.subject analysis of education es
dc.subject technological change es
dc.title Generative AI in Higher Education: Evidence from an Elite College en
dc.type Articulo es
sedici.identifier.issn 1853-0168 es
sedici.creator.person Contractor, Zara es
sedici.creator.person Reyes, Germán J. es
sedici.subject.materias Ciencias Económicas es
sedici.description.fulltext true es
mods.originInfo.place Centro de Estudios Distributivos, Laborales y Sociales es
sedici.subtype Documento de trabajo es
sedici.rights.license Creative Commons Attribution 4.0 International (CC BY 4.0)
sedici.rights.uri http://creativecommons.org/licenses/by/4.0/
sedici.description.peerReview peer-review es
sedici.relation.journalTitle Documentos de Trabajo del CEDLAS es
sedici.relation.journalVolumeAndIssue no. 359 es


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Creative Commons Attribution 4.0 International (CC BY 4.0) Except where otherwise noted, this item's license is described as Creative Commons Attribution 4.0 International (CC BY 4.0)