Literacy in generative artificial intelligence among law students: its relationship with intention to use and academic performance in Chile
DOI:
https://doi.org/10.53732/rccsociales/e81081Keywords:
education, Artificial intelligence, law education, university, multivariate analysis, ChileAbstract
Generative artificial intelligence (GAI) has rapidly entered higher education and legal training, supporting writing, information analysis and the production of academic work, while also raising ethical, legal and pedagogical concerns. This study aims to characterize GAI literacy among Chilean law students and to analyze its relationship with intention to use GAI and perceived academic performance. A quantitative, cross‑sectional design with instrumental and correlational components was applied to students from two law schools, using a structured questionnaire with Likert‑type scales. The model includes three main constructs, namely GAI literacy, intention to use GAI and perceived academic performance, which were estimated through partial least squares structural equation modeling (PLS‑SEM). Findings indicate medium levels of GAI literacy, a direct and indirect effect on perceived academic performance mediated by intention to use, and highlight the need to strengthen critical evaluation and ethical reflection within legal education. The study provides a brief scale adapted to the legal‑academic context and offers guidelines to support the responsible pedagogical integration of GAI into law curricula.
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Copyright (c) 2026 Elizabeth Grandón Toledo, Elvira Badilla Poblete, Patricio Esteban Ramírez Correa, Francisco Correa Schnake, Valentina Rioseco Vallejos
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