This study analyzed how the use of artificial intelligence (AI) influenced research processes and community engagement during higher technical education training, focusing on the case of the Instituto Superior Tecnológico Consulting Group Ecuador – Esculapio, in Santo Domingo. A descriptive quantitative design was used, and a validated survey was administered to the institution’s 23 faculty members. The 12-item Likert-scale questionnaire explored teachers’ perceptions of AI in research and social outreach. The results showed that most professors evaluated the integration of AI positively: 66.7% believed it improved the quality of research projects; 58.4% considered it facilitated the search and organization of academic information; and 41.7% perceived it encouraged more innovative research. However, only 75% felt prepared to integrate these tools, and 66.7% pointed out ethical challenges associated with their use. Likewise, 50% of participants indicated that AI strengthened community-based processes, although only 41.7% used it in practical activities. Moreover, 66.7% emphasized the need to design new communication strategies. The study concluded that AI represents a valuable resource for optimizing research and community engagement, yet its implementation demands enhanced teacher training, the establishment of clear ethical frameworks, and a reduction in the gap between perception and practical application.

Keywords: artificial intelligence, educational research, engagement with society, technical teaching, teacher perception.

In the last five years, artificial intelligence (AI) has evolved from a futuristic concept into a disruptive technology that is profoundly transforming the dynamics of work, society, and education around the world. From traditionally automated processes to household assistance systems, AI is deeply and disruptively changing not only how people access information but also how they communicate with one another. This phenomenon has also been observed in the educational field, where its penetration has accelerated steadily, creating new opportunities for teaching and research, as well as for fostering new spaces of social connection—particularly in the training of university professionals (Sánchez Vila & Lama Penín, 2007; Leyva Vázquez et al., 2018; Abeliuk & Gutiérrez, 2021).

In Latin America, the adoption and integration of AI into educational processes is at a moment of reflection, progressive change, and implementation. However, gaps still persist in the technological training of faculty, as well as in the ethical and equitable use of AI to ensure universal accessibility (Flores Jaramillo & Nuñez Olivera, 2024). This has revealed a digital divide and unequal access to technological resources that must be addressed. In this sense, AI can play a key role in optimizing education and connecting it more closely with society and the demands of the labor market.

In Ecuador, the adoption and advancement of AI-based technological innovations are gaining increasing importance, particularly in sectors such as healthcare, agriculture, and public administration (Velastegui Campoverde, 2022). In the field of education, higher education institutions—both universities and technical or technological institutes—have begun to explore the potential of AI, particularly in process automation, big data analysis, and support for personalized learning. However, according to García Cruz et al. (2023) and Tumbaco Reyes et al. (2024), these advances are still in their early stages and require an institutional framework that promotes teacher training, curricular updates, and applied research using emerging technologies.

Within this context, higher technical education represents a key space for the application of AI. Its pragmatic, technology-driven, and real-world-oriented approach provides an ideal environment to experiment with new ideas and to develop advanced digital skills (Mero Sánchez et al., 2024). Despite this potential, it is important to examine how faculty members perceive and apply these tools in their daily work—particularly in two key areas: research and community engagement. Beyond being routine institutional practices, these components are essential pillars for technical institutes to fulfill their transformative role in the region.

In Santo Domingo de los Tsáchilas—one of Ecuador’s most dynamic provinces both economically and socially—there is a growing emphasis on strengthening the connections between higher education and society. In this setting, the Instituto Superior Tecnológico Consulting Group Ecuador – Esculapio, based in Santo Domingo, has positioned itself as a leading institution by training skilled technical professionals to meet the demands of the local context. Given this reality, it is relevant to explore how AI is being adopted by faculty in their research activities, community engagement efforts, and to examine the challenges, opportunities, and perceptions involved in this integration process.

This study aimed to analyze the impact of AI use on research processes and community engagement in higher technical education, using a case study of the institution under examination. The objective was to provide relevant and useful data to guide institutional strategies for faculty training, support, and the development of modern educational guidelines for societal engagement.

This research was conducted using a quantitative methodology aimed at exploring, based on the information collected, faculty members’ perspectives regarding the influence of AI on research processes and its connection with the community in the context of higher education (Hernández-Sampieri et al., 2018). Part of the value of this approach lies in its capacity to identify trends and levels of acceptance or resistance toward the use of these tools.

In terms of scope, it was defined as a descriptive study, seeking to identify the ideas, knowledge, and activities of the teaching staff related to the integration of AI into their educational practices. This approach provided a clear view of the current state within the institution and established a solid foundation for future actions or optimization plans.

The study population consisted of 23 faculty members from the aforementioned institution who voluntarily agreed to participate. Due to the small and manageable size of the group, a census sample was used, ensuring that the entire target population was included in the study.

For data collection, a survey technique was employed, validated by experts and implemented through a structured questionnaire comprising 12 items divided into two sections: perception of AI use in research and perception of AI use in community engagement. Responses were recorded using a five-point Likert scale ranging from 1 (Strongly disagree) to 5 (Strongly agree), which allowed for a gradual and nuanced assessment of participants' opinions.

Regarding data processing, the information obtained was systematized and analyzed using descriptive statistical techniques. Digital tools such as spreadsheets were used to calculate percentages, which made it possible to identify levels of acceptance, use, and perceived impact of AI in the specified domains. The results were organized into tables to facilitate interpretation and discussion in line with the study's objectives.

This study fully adhered to the ethical principles outlined in the Declaration of Helsinki, ensuring the dignity and well-being of all participants (World Medical Association, 2024).

Results reveal a predominantly positive attitude among teachers toward the integration of AI in the field of research. 66.7% of participants believed that AI raises the standard of research projects. Additionally, 58.4% agreed that it simplifies the search, analysis, and organization of academic information—an aspect that reaffirms its value in tasks requiring efficiency and data management. Furthermore, 41.7% recognized its role in optimizing project development, while another 41.7% noted that it fosters the creation of more innovative research, thus reinforcing its potential to drive profound changes in higher technical education.

Regarding teacher training and preparedness, 75% felt at least partially or fully capable of integrating AI tools into their research activities, suggesting an acceptable educational foundation, though with room for improvement. Concerning ethical challenges, 66.7% believe they must be addressed, highlighting the need to regulate the use of AI in education through ethical and legal frameworks.

In summary, the findings suggest that educators widely acknowledge the benefits of AI in research, while also emphasizing the need for continued teacher training and the ethical institutionalization of its use.

he results show that teachers also perceive artificial intelligence (AI) as a powerful tool for enhancing community engagement. Fifty percent of participants strongly agreed that this technology strengthens engagement processes, and an equal percentage believed that it facilitates the design of more relevant and context-specific projects. However, only 41.7% reported having used AI in the planning or execution of engagement activities—this reveals a gap between perception and practical application. Additionally, 66.7% of participants agreed that AI requires new and different strategies for communication and social interaction, aimed at transforming both current research practices and relationships with external stakeholders. Furthermore, 41.7% stated that AI contributes to more effective solutions to community issues and promotes intersectoral collaboration, aligning with AI-driven social innovation approaches.

The findings of this study demonstrate that faculty members hold a highly favorable view regarding the application of AI in both research and community engagement activities. This view reflects a strong openness to technological innovation in the field of higher technical education, which aligns with global trends that position AI as a driver for transforming knowledge creation, improving processes, and enabling new forms of interaction between research and society (Luckin et al., 2016; Vera, 2023).

Participants noted that integrating AI into research processes is essential for improving the quality of research projects, streamlining information retrieval, and promoting the development of impactful and innovative ideas. These findings are consistent with those of Morocho Cevallos et al. (2023) and Gallent Torres et al. (2023), who argue that the use of AI enhances professional performance by automating routine tasks. This is crucial, as it frees up time previously dedicated to repetitive—often administrative—activities, allowing more time for critical thinking, creativity, and in-depth analysis.

Additionally, the fact that over 66% of participants believed AI improved the quality of their academic work supports the idea that AI integration can be a key factor in strengthening research efforts in technical and technological environments. However, while a significant proportion of faculty felt prepared to use AI tools (with approval rates above 50%), there remains a segment (25%) who reported a moderate level of readiness. This underscores the urgent need to implement training and upskilling programs in AI for faculty, especially in advanced digital competencies that require continuous updating to meet the challenges posed by technological expansion (García Cruz et al., 2023; Tumbaco Reyes et al., 2024).

A particularly noteworthy finding is the concern and awareness among faculty about the ethical use of AI tools. Specifically, 66.7% of participants believed that ethical considerations must be addressed, reflecting a genuine interest in using the technology responsibly. This concern is echoed by Gallent Torres (2023), who emphasized the importance of incorporating ethical values and academic integrity when adopting new technologies.

Regarding societal engagement, teachers believed that AI can strengthen relationships with the community, help design more appropriate projects, and contribute to finding more effective responses to specific problems. However, a gap between intention and practice was observed, as only 41.7% reported having actually used AI tools in real-world community engagement initiatives. This may be linked to both personal and institutional barriers such as lack of knowledge, motivation, access to technology, training, or awareness of possible AI applications in community settings, as well as the absence of institutional policies to facilitate its implementation. According to Flores Jaramillo & Nuñez Olivera (2024) and Mero Sanchez et al. (2024), for AI to function effectively in higher education, clear guidelines, targeted training, and support mechanisms for faculty are essential.

Finally, a majority of participants indicated that implementing AI in collaborative initiatives requires renewed methods of communication and interaction. This finding highlights the need to redesign traditional engagement approaches by incorporating more collaborative and cross-disciplinary perspectives in which technology plays a central role (Abeliuk & Gutiérrez, 2021; Casal Rodríguez et al., 2023).

In conclusion, most participants believe that integrating AI into advanced technical education is not only feasible but also positive and necessary, as long as it is accompanied by coherent internal policies, continuous faculty development, and a strong ethical and analytical framework for its application.

The main findings of this study confirm that artificial intelligence (AI) is a strategic technological tool with significant value for developing research mechanisms connected to community engagement. In this regard, participants expressed a predominantly favorable view of AI implementation, highlighting its advantages in optimizing research quality, improving data management efficiency, and fostering the development of innovative approaches.

Similarly, most faculty members considered themselves partially or fully qualified to incorporate these technologies into their research activities, although there remains a clear need to strengthen continuous training in digital skills. This aspect is essential for overcoming practical limitations in AI adoption and ensuring the consistent and responsible integration of such tools in academic work.

In terms of community engagement, teachers viewed AI positively as a means to improve the design, relevance, and impact of community-based initiatives. However, a gap between perception and actual use was observed. This situation could be linked to limitations such as lack of training, motivation, or access to technology, as well as an overall lack of awareness of the current importance of these technologies across all areas of knowledge. For this reason, it is imperative to promote training actions and foster institutional support to accelerate the implementation of AI in key academic and social domains.

These results also emphasize the need to rethink current methods of communication and social participation in the context of AI use. This involves adopting new interaction approaches that encourage teamwork, incorporate local perspectives, and support responsible technological management.

Conflict of Interest
The authors declare no conflicts of interest.

Author Contributions
Sarchi Guerrero, J. A.: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Resources, Validation, Writing – original draft, Writing – review & editing.
Soriano Centeno, A. F.: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Writing – original draft, Writing – review & editing.
Contreras Chiquito, E. K.: Conceptualization, Data curation, Investigation, Methodology, Writing – original draft, Writing – review & editing.
Rojas Rojas, J. A.: Conceptualization, Investigation, Methodology, Project administration, Software, Writing – original draft, Writing – review & editing.

AI Use Disclosure
Artificial intelligence tools were used for grammar and language revision (Spanish and English), as well as to enhance the writing style and editorial quality of the manuscript