## 3 Results  
The results of the study offer a comprehensive analysis of participants' perceptions, attitudes, and experiences regarding the integration of AI in higher education. By examining various dimensions, including the role of AI in teaching and learning, its ethical implications and stakeholders' expectations for its future use, the finding provide a deeper understanding of AI's potential impact on academic settings. Table 3 presents a descriptive analysis of different subscales related to perceptions of AI in higher education. The four subscales measure different aspects on how AI is viewed in this context. The lowest mean score (3.65) for AI's role in the teaching-learning process suggests that there is some hesitation about how well AI can support education, which could be due to concerns about loss of human interactions, AI's effectiveness, or potential biases in AI tools. A comparison between male and female respondents was performed with independent samples \(t\)-tests across various subscales. The analysis revealed no significant differences [12; 16] in any of the subscales (\(p>0.05\)). In all subscales, the \(p\) values were greater \begin{table}
\begin{tabular}{l c c c c c c c c} \hline \hline \multicolumn{1}{c}{**Characteristics**} & \multicolumn{1}{c}{**Students**} & \multicolumn{3}{c}{**Teachers**} & \multicolumn{3}{c}{**Administatives**} & \multicolumn{2}{c}{**Total Sample**} \\ \cline{2-10}  & **n** & **\%** & **n** & **\%** & **n** & **\%** & **n** & **\%** \\ \hline
**Gender** & & & & & & & & \\ Male & 137 & 31.9 & 37 & 8.6 & 26 & 6 & 200 & 46.5 \\ Female & 161 & 37.4 & 44 & 10.2 & 25 & 5.8 & 230 & 53.5 \\
**Age** & & & & & & & & \\ Less than 25 & 177 & 41.2 & 1 & 0.2 & 0 & 0 & 178 & 41.4 \\
25 to 34 & 74 & 17.2 & 13 & 3 & 10 & 2.3 & 97 & 22.6 \\
35 to 44 & 35 & 8.1 & 17 & 4 & 10 & 2.3 & 62 & 14.4 \\
45 to 54 & 10 & 2.3 & 32 & 7.4 & 17 & 4 & 59 & 13.7 \\
55 or older & 2 & 0.5 & 18 & 4.2 & 14 & 3.3 & 34 & 7.9 \\
**Academic level** & & & & & & & & \\ Bachelor & 194 & 45.1 & 4 & 0.9 & 13 & 3 & 211 & 49.1 \\ Licenciatura & 98 & 22.8 & 32 & 7.4 & 13 & 3 & 143 & 33.3 \\ Master & 6 & 1.4 & 40 & 9.3 & 22 & 5.1 & 68 & 15.8 \\ Doctorate & 0 & 0 & 5 & 1.2 & 3 & 0.7 & 8 & 1.9 \\
**Discipinary area** & & & & & & & & \\ Art, Design \& Communication & 56 & 13 & 6 & 1.4 & 4 & 0.9 & 66 & 15.3 \\ Health Sciences & 77 & 17.9 & 30 & 4.7 & 4 & 0.9 & 101 & 23.5 \\ Business and Hospitality & 47 & 10.9 & 10 & 3 & 11 & 2.6 & 68 & 15.8 \\ Social Sciences & 39 & 9.1 & 35 & 8.1 & 19 & 4.4 & 93 & 21.6 \\ Engineering and Information Technology & 79 & 18.4 & 10 & 2.3 & 13 & 3 & 102 & 23.7 \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Sample description. than 0.05, meaning that any differences between males and females were likely due to random variation rather than meaningful distinctions, as shown in Table 4.  
Additionally, several one-way ANOVA tests were conducted to examine differences in perceptions of AI use in higher education based on participants' age group, current occupation, and disciplinary area. Regarding age group (Table 5), the analyses revealed no significant differences across any of the subscales (F4425 = 1.81, \(p\) = 0.127 for the attitudes and perceptions subscale; F4425 = 0.40, \(p\) = 0.81 for the role of AI in the teaching-learning process; F4425 = 1.82, \(p\) = 0.124 for ethical and social implications, and F4425 = 0.65, \(p\) = 0.625 for the role of AI in the future). For subscale attitudes and perceptions toward AI the means range from 3.69 (55+) to 3.95 (35-44), suggesting a slightly more positive attitude among younger age groups (especially under 25 and 35-44). The small effect size (\(\eta^{2}\) = 0.017) indicates that age does not strongly influence general attitudes toward AI. Although younger individuals (under 25 and 35-44) seem slightly more optimistic about AI, the difference are not meaningful in a statistical sense. At the role of AI in the teaching-learning process subscale, the means are fairly consistent across age groups, ranging from 3.52 (55+) to 3.69 (under 25).