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Generative artificial intelligence as a catalyst for autonomous learning in undergraduate students at UNAD: perspectives and educational proposal
This working paper examines the emerging role of Generative Artificial Intelligence (GAI) as a catalyst for autonomous learning among undergraduate students at the National Open and Distance University (UNAD). In an educational environment characterized by virtuality and an increasing need for self-management, GAI offers significant opportunities to personalize teaching, foster self-regulation, and support flexible learning processes. Through a systematic review of background studies, educational theories, and recent experiences, this paper proposes an educational strategy centered on the ethical, formative, and strategic use of tools such as ChatGPT to enhance student autonomy. The theoretical framework draws on connectivism, social constructivism, and metacognition, addressing GAI as a resource that can serve as a personalized tutor within virtual environments. The proposed methodology includes a mixed-methods approach involving surveys, interviews, and a pedagogical intervention to assess the impact on variables such as self-regulation, intrinsic motivation, and academic performance. Furthermore, it discusses risks such as technological dependence and the digital divide, emphasizing the need for teacher training and ethical frameworks. The proposed educational strategy integrates GAI into reflective, self-assessment, and collaborative activities, promoting more meaningful, critical, and sustainable learning. It concludes that, when properly implemented, GAI does not replace the teacher but amplifies their role as a mediator and guide in the educational process. This perspective positions UNAD as an ideal setting for leading inclusive, contextualized, and technologically relevant pedagogical innovations. Finally, the paper highlights that technology-mediated autonomous learning is not an isolated goal but a path toward developing key lifelong learning competencies. The development of metacognitive skills, critical thinking, and adaptability become pillars of the contemporary university student profile. Moreover, the integration of GAI as a transversal resource fosters new forms of educational interaction that enrich the learning process. Institutions are called upon to rethink their pedagogical models and strengthen the digital competencies of the entire educational community.
