AI-Mediated Academic Tasks and Perceived Epistemic Vulnerability among University Students in Ecuador and Mexico: Dataset (N = 3,377)

This dataset contains cross-sectional survey data collected from 3,377 university students enrolled in business, economics, and related academic disciplines at two Latin American institutions: Universidad Técnica de Machala, Ecuador (n = 1,041), and Universidad de Guadalajara, Mexico (n = 2,336). Data were collected between March 9 and March 23, 2026, through a voluntary, non-probabilistic survey. The dataset was developed to examine associations between AI-mediated academic tasks and four dimensions of perceived epistemic vulnerability: (1) authority conferred to AI, (2) self-attributed epistemic authority, (3) academic-axiological threat, and (4) competence-related insecurity. These dimensions were assessed using a 12-item instrument with a four-point Likert response scale. The survey also examined eight academic activities involving artificial intelligence: text summarization, essay and report writing, quantitative problem-solving, programming, studying and reviewing, idea generation, text editing and proofreading, and academic source searching. Additional variables include age, gender, frequency of academic AI use, weekly interaction time, and AI-related training. Importantly, task-response formats differed between countries. Ecuadorian participants could select multiple activities, whereas Mexican participants selected one alternative. Consequently, task prevalence, co-occurrence, and repertoire breadth must be interpreted according to the corresponding response format. The dataset supports psychometric analyses, including confirmatory factor analysis, measurement invariance testing, and Multiple Indicators Multiple Causes (MIMIC) modeling. It also enables the examination of task-specific associations and sensitivity analyses. The study employed a nonexperimental, cross-sectional design. Accordingly, the data support associational rather than causal interpretations. Related publication: Beyond Frequency of Use: AI-Mediated Academic Tasks and Perceived Epistemic Vulnerability in Higher Education. Manuscript under revision for Discover Psychology.