Heutagogical Learning and the Use of ChatGPT in the pre-professional practice of university students

The objective of the study was to establish the relationship between heutagogical learning and the use of chatGPT in the preprofessional practice of university students of the professional career of Educational Sciences in Mathematics and Computer Science at the National University “San Luis Gonzaga”. The Self-Learning Strategies Questionnaire (CETA) was used for university students, which considers six dimensions: Extension Strategies, Collaboration Strategies, Conceptualization Strategies, Planning Strategies, Exam Preparation Strategies and Participation Strategies. The sample was made up of students enrolled in the IX and X semester of the aforementioned professional career. Through univariate correlation analysis and applying Spearman’s Rho test (0.587>0.344, p<0.05), a significant correlation between the variables is confirmed, highlighting the importance of the self-directed approach in the training of educators supported in the use from chatGPT. Additionally, specific strategies, such as outreach, collaboration, conceptualization, planning, test preparation, and participation, were found to be related to preprofessional practice success. Consequently, it is recommended to actively promote heutagogical learning and the application of these strategies in the training of educators.