Medina-Zuta, PatriciaPatriciaMedina-ZutaBecerra, GastónGastónBecerraPedro Sotomayor SoloagaAdam, María Estrella AlfonsoMaría Estrella AlfonsoAdamBarrenechea, Ena KitsutaniEna KitsutaniBarrenecheaLosada, Analía VerónicaAnalía VerónicaLosada2025-10-102025-10-10202522383875https://hdl.handle.net/20.500.12740/23493This study compares knowledge and perceptions about the use of ChatGPT in research and academic writing in graduate students from Argentina, Brazil, Chile, Peru, and Spain. Using a mixed approach and a questionnaire with Likert scales and open questions, data were collected from 544 participants. The results indicate a moderate self-perceived knowledge about ChatGPT and three main positions: in favor with reservations; against due to negative impacts; and a neutral position due to lack of knowledge. In general, a positive positioning toward incorporating ChatGPT in research prevailed, with Chile and Peru showing greater acceptance. However, caution regarding the tool for academic writing emerges very often. Participants from all countries raised ethical concerns and concerns about the validity of the responses, along with benefits such as time optimization and assistance in writing and analysis. © 2025 Elsevier B.V., All rights reserved.restrictedAccessARTIFICIAL INTELLIGENCECOMPARATIVE EDUCATIONETHICS OF SCIENCEPOSTGRADUATE STUDIESRESEARCHWRITINGArtículo https://doi.org/10.1590/2238-38752025v15210