Abstract
Advances in Artificial Intelligence (AI) have transformed higher education, particularly in engineering education, by providing innovative tools that optimize learning, problem-solving, and the development of technical skills. However, its integration poses substantial ethical challenges. The objective of this research was to analyze the perceptions of students and faculty regarding the impact and ethical challenges of Artificial Intelligence in engineering programs at the Technical University of Manabí. Methodologically, a quantitative approach with an exploratory and descriptive design was adopted, applying structured questionnaires to a non-probabilistic sample of 100 students and 20 faculty members. The results showed that 97% of students believe that AI improves the personalization of learning and academic efficiency, while 95% of faculty members recognize its usefulness in optimizing teaching tasks. However, 94% of respondents expressed concern about a potential decline in critical thinking and originality in problem-solving. A review of the literature and an analysis of the opinions gathered identified the need to strengthen local ethical and regulatory frameworks based on international guidelines that promote transparency, accountability, equity, and human oversight. It is concluded that the assessment of institutional perceptions reveals an urgent need for institutional guidelines that balance the use of technology with educational integrity, avoiding a dependency that limits autonomous professional judgment.