Nowadays, artificial intelligence (AI) is reshaping the landscape of higher education in terms of the ways in which students and teachers interact in the classroom. That is more, the integration of AI in education is viewed as a transformative shift, promising personalized learning experiences and enhanced accessibility for diverse student needs. However, controversies surrounding AI in education include concerns about equity in access, potential biases in AI systems, and the ethical implications of data privacy. As institutions strive to harness AI's capabilities, they must address these challenges to ensure responsible use that promotes inclusivity and enhances educational experiences.

Establishing a culture of AI adoption within educational contexts is imperative, encouraging critical engagement and exploration of AI's broader implications, including its impact on job markets and personal data security. In both Chile and Spain, there has been a positive response from educators regarding the impact of AI on student engagement. For example, initiatives like Chile's "Tu clase, tu país" and the use of AI chatbots in Spain demonstrate a commitment to creating more interactive and student-centered learning environments.

This work explores the transformative role of AI in enhancing student-teacher interactions within higher education, focusing on a comparative study between Chile and Spain. As both countries increasingly incorporate AI technologies into their educational frameworks, understanding how these tools influence engagement and learning outcomes has become essential.

This study was based on a quasi-experimental pretest-posttest design, chosen for its ability to evaluate changes in the variables of interest following the implementation of an intervention. The sample consisted of 203 students selected through convenience sampling. All participants signed informed consent forms prior to their involvement in the study. The procedure began with the administration of a pretest to measure the initial level of ChatGPT use and its relationship with plagiarism. Subsequently, an educational intervention was implemented, which included training sessions on the ethical and responsible use of artificial intelligence tools. Finally, a post-test was conducted to identify significant changes, intra-group comparisons, and the direct effects of the intervention.

Analyses included descriptive and inferential tests to determine the statistical significance of differences between pretest and posttest results. The findings underscore the potential benefits while highlighting the challenges and ethical considerations that accompany this technological advancement.

This comparative study serves as a foundational examination of student-teacher interactions in the context of AI tool usage in higher education, revealing both opportunities and challenges that must be navigated to maximize the benefits of this evolving technological landscape. However, despite these advancements, the research also points to critical limitations, such as the need for broader applicability of results beyond localized samples and the necessity of evaluating various instructional modalities, including fully online and traditional face-to-face methods. In addition, this work shows that both Chile and Spain are making progress in integrating AI into higher education, but with different approaches and priorities that reflect their specific contexts and educational needs.

Keywords: Student-teacher interactions, Artificial Intelligence (AI), higher education, personalized learning, teaching.