My name is Aleida González-Cueto Longres. We participated in the Summer I-AI program, and the name of our project is Improving Academic Performance in Solving a Challenge with the Help of Generative Artificial Intelligence.
As you teach with artificial intelligence tools, you start to fall in love with it and realize that it will never truly replace humans. But to use it effectively, you need to fully understand its advantages, its limitations, and its ethical implications. I thought that if I could clearly explain all these aspects to my students, they could use AI effectively to optimize decision-making processes.
We have a finance course that’s fairly complex, as it involves working with derivative instruments and analyzing a large number of strategies—many of them technically sophisticated. Students need to determine which strategies work, which don’t, and then present their recommendations to a real-world partner with an actual problem to solve.
So we said: let’s streamline the learning process using ChatGPT, allowing students to analyze over 30 possible strategies while using the tool as an assistant. They could pose scenario-based questions like: “What if the partner is facing this specific issue?” or “What if we also need to account for this?”—until they could narrow things down and select the most relevant strategies.
We split the group: one half worked with traditional methods, and the other with AI tools. In the end, during their presentations, students realized that while AI sped up the process, it couldn’t replace key human insights—because as people, we know which sources to consult and how to make better-informed decisions.
Another challenge was communicating the proposed solutions clearly to the partner. For that, we taught them how to use Gamma, another AI tool that helps improve presentation flow by questioning and refining the script. Finally, we used VirtualSpeech, which enables a formal evaluation of their presentations with both technical accuracy and emotional intelligence—making the message more engaging for the partner.
We asked students to share their reflections, and they unanimously agreed that the learning goals were met. Something we really appreciated was their recommendation to combine traditional tools with AI—not to rely solely on AI.
They also emphasized the importance of proper training in how to use these tools, and especially in understanding concepts like bias and plagiarism. Once they grasp those, they can use AI confidently—not as a replacement, but as a tool to enhance and transform the learning process.
A fellow teacher gave me the idea of trying another AI tool that analyzes emotions. Because even if students complete surveys or say they enjoyed an activity, we often don’t know how stressful it might have been for them to present in front of a real-world partner.
This kind of technology could be applied in medicine, chemistry, or any discipline that involves solving real-world challenges. So, with great enthusiasm, we’ll keep working, learning, and striving to do even better.
To know more about this project
Professors in this episode:
Aleida González-Cueto Longres
Degree in Economics (University of Havana 1986). Master of Business Administration (1996) USC, Spain. Doctor in Finance and Accounting (Univ. Of Santiago de Compostela, 2002) and Doctor in Economics from the University of Havana, 2007).
For 30 years he was a professor and researcher at the University of Havana. Advisor and Consultant of Government Entities in Cuba, as well as foreign trade companies. Member of the advisory group for the evaluation of foreign investment in Cuba (1992-1996). Member of the Group of Experts on Financial Risks CUBA-EUROPEAN UNION. Recipient of 2 National Research Awards in Economics in Cuba (2012 and 2014). Author of a textbook on Economics and more than 30 publications on stock market analysis and risk management. He has participated in various international events and congresses.
He collaborates with the TEC de Monterrey from January 2005 to 2015 as Guest Professor and participant in the Academic Leaders Program. then as Professor of Chair and since Nov 2019 as Professor of Plant. From 2005 to 2011 at the Ciudad Juárez Campus and since 2012 at the Aguascalientes Campus. LAF Career Director at Campus Aguascalientes (2016 to 2020). Bloomberg Instructor Professor and behind financial platforms. Member of the extended team (EAAC) for the design of the Bachelor of Finance program in a competency-based educational model.
Author and Subject Reviewer of the International Case Center. He has supervised more than 30 master's theses and 3 doctoral theses. Designer of online courses in FIT and LIVE modality. She has participated in all the roles of the TEC 21 model, Regional Coordinator of business entry matters and finance focus. Collaborates in Professional, Executive Education and Continuous Education. Recipient of the Award for Best Professor at the Agscs Campus Business School in several years, Institutional Recognitions for Outstanding Professor, Leaders of Transformation, Empathy and Inclusion, Educational Innovation and Collaboration. Award "Teachers who leave a mark" in 2018 and Distinguished Professors Distinction from the TEC de Monterrey (2020, 2021 and 2022).