Inteligencia Artificial Como Impulsor De La Gestión Del Conocimiento Y La Eficiencia Académica: Un Estudio Descriptivo En Estudiantes Universitarios Peruanos.

Abstract

ABSTRACT. The rapid emergence of generative Artificial Intelligence (AI)has transformed academic practices, particularly in higher education, wheretools such as ChatGPT, Copilot, and Gemini are increasingly used to supportlearning and decision-making. This study examines the influence of AI on theacademic practices of industrial engineering students in Peru, with emphasison its role in knowledge management and efficiency. A descriptive-analyticaldesign was employed, using a structured questionnaire with Likert-scaleitems applied to a sample of undergraduate students. The instrumentmeasured AI adoption, contributions to the knowledge management cycle(creation, storage, sharing, application), perceived impact on decision-makingquality and time management, as well as levels of digital literacy and ethicalawareness. The findings reveal that nearly 60% of students reported frequent use of AI intheir academic activities, particularly for generating ideas and applyingknowledge in problem-solving. Strong contributions were observed inknowledge creation and application, while knowledge storage and sharingreflected more mixed perceptions. Most students identified efficiency gainsand improved decision-making, supported by high levels of digital literacy andethical awareness. These results suggest that AI is becoming a valuablecomplement to academic practices, though challenges remain regardinguneven adoption and overreliance. The study concludes with actionablerecommendations for higher education institutions: to integrate formal AIliteracy modules and faculty mentoring programs that foster critical, ethical,and reflective use of AI tools across the knowledge management cycle,promoting sustainable and responsible innovation in higher education.