Technological innovation and socioemotional education: evaluation of the impact of a GPT on the formation of empathy and recognition

Purpose This study aimed to analyze the impact of the Cattleya Llanera artificial intelligence model on strengthening empathy and recognition. The objective was to determine the extent to which interaction with the tool helped participants to reflect on the social context, historical memory and human rights. Furthermore, the study explored its accessibility and effectiveness across various age and gender groups to assess its potential as an innovative educational resource in reconciliation and peacebuilding processes. Design/methodology/approach This study employed a quantitative approach, utilizing a Likert-scale questionnaire, to assess the impact of the Cattleya Llanera artificial intelligence model on the development of empathy and recognition. The instrument was administered to 66 participants and descriptive, correlational and comparative analyses were conducted, stratified by gender, age and prior experience with artificial intelligence (AI). A Cronbach’s alpha of 0.839 validated the instrument’s reliability, ensuring internal consistency. Participant proficiency classification levels enabled the identification of response patterns and evaluation of the tool’s effectiveness in developing socioemotional skills. Findings The results showed that the majority of participants positively evaluated their interaction with Cattleya Llanera, with skill scores concentrated in the upper-intermediate and advanced levels. No statistically significant gender differences were found or were there any between those with and without prior experience with AI. A high correlation was observed between the understanding of the social context and sensitivity to human rights, suggesting that the tool promotes critical thinking. However, a weaker relationship was identified between reflection and the generation of constructive solutions. Research limitations/implications The study’s limited sample size restricts the generalizability of the findings to broader populations. Furthermore, the evaluation was conducted at a single point in time, with no long-term follow-up. These limitations present opportunities for future research to expand the sample, incorporate longitudinal methodologies and investigate how AI-promoted reflection can translate into tangible actions in the social sphere. It is also necessary to examine its applicability in various sectors, including education, transitional justice and communities involved in reconciliation processes. Practical implications The findings suggest that Cattleya Llanera can be integrated into educational and community programs to foster empathy and recognition. Its accessibility and ease of use make it viable for diverse audiences, regardless of prior experience with AI. Furthermore, its application in academic settings could strengthen university social responsibility, promoting the development of citizens more committed to social justice. However, complementing the tool with participatory methodologies would enable the reflection facilitated by the tool to connect with practical experiences in everyday life. Social implications The study demonstrates that artificial intelligence can be leveraged as a resource for peacebuilding and promoting mutual understanding and recognition. By generating spaces for dialogue and critical reflection, Cattleya Llanera helps raise awareness about social issues and strengthen the social fabric. Its potential impact on peace education and historical memory makes it a valuable tool for post-conflict contexts, where reconciliation and understanding of others are fundamental to developing more equitable and inclusive societies. Originality/value This study offers an innovative perspective on the application of artificial intelligence in developing socioemotional competencies. Unlike other technological applications, Cattleya Llanera not only provides information but also generates narrative interactions that foster empathy and recognition. It is unique because its interdisciplinary approach combines pedagogy, artificial intelligence and peace studies. Furthermore, its results suggest new avenues of research on the role of AI in social transformation and dialogue-based learning.