Academic use of ChatGPT and autonomous learning among university students in Lima, Peru

The study aimed to determine the relationship between the academic use of ChatGPT and autonomous learning among university students in Lima, Peru. A non-experimental, correlational, and cross-sectional design was used. The population consisted of 240 students, from which a random sample of 148 was selected. A survey was used as the technique and a structured questionnaire as the instrument. The findings showed a high and significant positive correlation between the academic use of ChatGPT and autonomous learning (r = 0.838; p = 0.000). Significant correlations were also observed in the following dimensions: planning (r = 0.799), time management (r = 0.813), and task execution (r = 0.630), all with p = 0.000. It is concluded that the pedagogical and reflective use of ChatGPT strengthens academic autonomy, promoting more organized, self-regulated, and effective learning in technology-mediated educational contexts.