The objective of the research was to assess the level of incorporation of Artificial Intelligence in the academic training of postgraduate students in administration.

The type of study used was a quantitative methodology with a descriptive scope. The instrument that was designed and organized to obtain the information was a questionnaire based on a Likert scale. The items were measured through a scale with five options from 0 (not incorporated at all) to 4 (completely incorporated). The instrument was subjected to expert judgment to determine the validity of its content and subsequently its internal consistency through Cronbach's alpha coefficient (α=0.915). The study sample was stratified and comprised of 85 students enrolled in three postgraduate programs: Master of Business Administration (40%), Master of Business Administration for Sustainability (30%) and Doctorate in Administrative Sciences (30%) at the Instituto Politécnico Nacional (IPN).

Descriptive statistics such as mean (M) and standard deviation (SD) were calculated to organize and analyze the information. Inferential statistics were also used to determine the existence or not of significant differences with a level of p = 0.05.

The main results were: Postgraduate students recognize the importance of AI in their academic training (M=3.88, SD=0.15); they use AI tools for their training activities (M=3.77, SD= 0.21); AI promotes skills in analyzing and synthesizing information (M=3.71, SD=0.23); AI encourages research and innovation (M=3.68, SD=0.25) and recognizes ethical considerations regarding the use of AI (M=3.65, SD=0.31).

In addition, significant statistical differences were found by gender (t = 4.114, p = 0.00) where women present a higher level of mastery compared to men; by age (ANOVA, F = 15.88, p = 0.00) and by graduate program (ANOVA, F = 11.75, p = 0.00).

Keywords: Students, academic training, research, Artificial Intelligence, graduate program in administration.