The growing implementation of generative artificial intelligence (AI) in higher education raises questions about its feasibility, reliability, and critical use in disciplinary tasks that require interpretation and decision-making, such as financial analysis. The objective of this study was to examine how students enrolled in a Bachelor’s degree in Business Administration perceive the use of Claude as a support tool for academic activities, considering its acceptance, perceived usefulness, limitations, and conditions for its pedagogical implementation. The study employed a quantitative methodology with a descriptive scope and a non-experimental, cross-sectional design, involving 36 students from an open university education system. Data were collected through a survey and analyzed using frequencies and percentages. The results show that 91.7% of the students perceive AI as an educational opportunity; 66.7% consider the use of Claude for financial analysis innovative, while 61.1% identify a slight presence of errors or biases in its results. It is concluded that Claude was valued as a support resource by the group studied for financial analysis. However, its integration requires disciplinary knowledge, verification of its responses, and pedagogical guidance that promotes its critical and responsible use.
The growing implementation of generative artificial intelligence (AI) in higher education raises questions about its feasibility, reliability, and critical use in disciplinary tasks that require interpretation and decision-making, such as financial analysis. The objective of this study was to examine how students enrolled in a Bachelor’s degree in Business Administration perceive the use of Claude as a support tool for academic activities, considering its acceptance, perceived usefulness, limitations, and conditions for its pedagogical implementation. The study employed a quantitative methodology with a descriptive scope and a non-experimental, cross-sectional design, involving 36 students from an open university education system. Data were collected through a survey and analyzed using frequencies and percentages. The results show that 91.7% of the students perceive AI as an educational opportunity; 66.7% consider the use of Claude for financial analysis innovative, while 61.1% identify a slight presence of errors or biases in its results. It is concluded that Claude was valued as a support resource by the group studied for financial analysis. However, its integration requires disciplinary knowledge, verification of its responses, and pedagogical guidance that promotes its critical and responsible use. Read More