Generative AI in higher education: adoption, purposes of use, and perceived competencies among digital natives
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https://doi.org/10.17979/redma.2025.29.2.12733Abstract
Generative AI has become consolidated in higher education, yet its contribution to skills development remains under debate. This study examines the use and perception of generative AI among digital natives enrolled in techno-creative degrees at a Spanish university. Using an anonymous survey (N = 138), we analysed adoption profiles, purposes of use, complementary resources, and the perceived contribution to the development of curricular competencies. The results indicate widespread but selective adoption: instrumental and ideation uses (support for academic tasks and inspiration) predominate, along with triangulation practices with external sources and predominantly self-directed learning. However, students do not generally attribute improvements in higher-order skills (creativity, critical thinking, entrepreneurship) to generative AI, viewing it more as transversal digital literacy than as a competitive differentiator. We conclude that a shift from instrumental to strategic use is needed, supported by pedagogical scaffolding, traceable assessment, and evidence-based alignment between curriculum and employability.
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