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Using a cross-sectional qualitative design with 22 teachers from communication faculties in Mexico, Peru, and Spain, it applies Bloom’s taxonomy and inductive analysis. Findings reveal nuanced views: educators see ChatGPT’s impact as context-dependent, serving as ally or rival, while stressing ethical protocols, skill empowerment, and assessment reconsideration.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nJulio-César Mateus 1 , Nohemi Lugo2 , Giancarlo Cappello3 , Mar Guerrero-Pico4  \n1 Universidad de Lima, Peru, [jmateus@ulima.edu.pe](jmateus@ulima.edu.pe) , [https://orcid.org/0000-0001-5161-3737](https://orcid.org/0000-0001-5161-3737)[ ](https://orcid.org/0000-0001-5161-3737)2 Tecnológico de Monterrey, Mexico, [nlugo@tec.mx](nlugo@tec.mx) , [https://orcid.org/0000-0002-1334-7914](https://orcid.org/0000-0002-1334-7914)[ ](https://orcid.org/0000-0002-1334-7914)3 Universidad de Lima, Peru, [gcappell@ulima.edu.pe](gcappell@ulima.edu.pe), [https://orcid.org/0000-0003-2908-6429](https://orcid.org/0000-0003-2908-6429)  \n3 Universitat Pompeu Fabra, Spain, [mariadelmar.guerrero@upf.edu](mariadelmar.guerrero@upf.edu) , [https://orcid.org/0000-0002-4887-2348](https://orcid.org/0000-0002-4887-2348)  \nABSTRACT  \nThis research explores university educators’ perspectives on the opportunities, concerns, and considerations associated with Generative Artificial Intelligence (GenAI) in the training of professional communicators. Positioned at the early stages of ChatGPT’s integration into educational settings, the study examines teachers’ assignment instructions, assessments of ChatGPT’s responses, and reflections on these outcomes. Employing a cross-sectional, qualitative methodology, the research involves a sample of 22 teachers from communication faculties in Mexico, Peru, and Spain. Utilizing Bloom’s taxonomy and an inductive approach for data analysis, the findings unveil nuanced views on GenAI's role in teaching practice. Teachers perceive ChatGPT as a tool with varying impacts depending on its application. They articulate distinct roles for ChatGPT, viewing it as either an ally or a rival, prompting discussions on anthropomorphizing technologies and emphasizing the need to empower students in GenAI tool usage, establish ethical protocols, and reconsider assessment methods, among other key considerations.  \nKEYWORDS: Generative Artificial Intelligence, ChatGPT, Training for Communicators, University Teachers, Higher Education  \n1. INTRODUCTION  \nRarely does change become as complex as when new technologies disrupt social life, spanning processes that range from the individual and specific to the general and collective, and viceversa (Giordano, 2021) . Thus, from Plato’s reservations about writing as an inhuman and mechanical method of knowledge processing, insensitive to doubts and destructive to memory (Ong, 1982), to the wide range of myths and adverse effects of mass communication (Busquet, 2012; Sloterdijk, 2002), or the inexhaustible tension between social media practices and their real-world counterpart (García-Marín, 2021), the debate surrounding Generative Artificial Intelligence (GenAI) marks a new chapter in this longstanding narrative. Similar to the myth of Sisyphus, the discussion seems to repeat old dilemmas. Does GenAI limit or empower formative development? Does it facilitate or hinder it? Does it challenge the pedagogical strategies being applied or prompt the creation of new ones?  \nSince its media popularization, the first city to restrict the use of ChatGPT in schools was New York (Olguin, 2023) . Soon after, schools in Los Angeles and Seattle followed suit, following demonstrations by professors and researchers at the University of Minnesota that the system could satisfactorily complete up to four graduation exams (Loo & Smith, 2023) . Similar events occurred worldwide, as observed by Sibagatulina (2023), noting how local debates surrounding AI gradually transformed into globally relevant issues within the academic sphere. Simultaneously, blogs, forums, and social media platforms began outlining potential job positions that could disappear due to the efficient performance of chat systems in tasks such as basic programming, legal functions, copywriting, and even customer service (Valenzuela, 2023) ","cbCairtaSCmQrVLa","https://ap.wps.com/l/cbCairtaSCmQrVLa","pdf",252257,"English","# Abstract\n# 1. Introduction\n## Technology disruption and recurring dilemmas\n## Early restrictions and global academic debates\n## Applications across writing, journalism, language teaching, design, and marketing\n## Manuals, prompts, and AI literacy needs\n## Study aims and objectives","[{\"question\":\"What does the study investigate about GenAI in communicator training?\",\"answer\":\"It examines educators’ perspectives on opportunities, concerns, and key considerations for using GenAI, focusing on how assignments are handled and how ChatGPT responses are evaluated and reflected upon.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"The study used a cross-sectional qualitative approach with 22 teachers from communication faculties in Mexico, Peru, and Spain.\"},{\"question\":\"How do teachers characterize ChatGPT’s role in teaching practice?\",\"answer\":\"Teachers describe ChatGPT as having varying impact depending on its use, viewing it either as an ally or a rival, and highlighting the need for ethical protocols and revised assessment approaches.\"}]","Communication Educators Facing the Arrival of Generative Artificial Intelligence - Exploration in Mexico, Peru, and Spain | PDF",1792092778,25]