Generative AI Tools in Salvadoran Higher Education: Balancing Equity, Ethics, and Knowledge Management in the Global South

The integration of generative artificial intelligence (GAI) tools in higher education offers new opportunities for personalized learning, critical thinking, and digital literacy. However, socio-economic disparities and ethical concerns present significant challenges to equitable and responsible GAI use, particularly in under-resourced educational settings. This mixed-methods study explored how undergraduate students at Universidad Centroamericana José Simeón Cañas (UCA) in El Salvador engage with GAI tools, focusing on patterns of access, usage, and the socio-economic and ethical factors shaping these interactions. A quantitative survey of 365 students and qualitative focus groups with 25 participants were conducted to examine device preferences, tool usage, and concerns related to academic integrity, data privacy, and responsible AI use. Results revealed significant socio-economic disparities in access to GAI tools, with students from lower-income backgrounds primarily using smartphones and free AI tools, while higher-income students reported greater access to laptops and premium features. Ethical concerns were more prominent among students with limited institutional support, highlighting the need for structured guidance on the responsible use of GAI tools. These findings underscore the importance of institutional policies that promote equitable access to educational technologies and provide ethical frameworks for their use. By integrating socio-constructivist and connectivist learning theories, this study emphasizes that equitable access and guided support are critical for maximizing the educational potential of GAI tools. The study contributes to ongoing discussions about how higher education institutions, particularly in the Global South, can responsibly and effectively integrate AI technologies to support diverse student populations.