BiFeO₃ (BFO) is a multiferroic material with excellent ferroelectric properties but with poor magnetic behavior. Therefore, we focused principally on the enhancement of the magnetic order of BFO. These multiferroic properties make BFO an excellent candidate for magnetoelectric devices at room temperature. Pure and Co-BiFeO₃ powders were successfully synthesized via the sol–gel method at 700 °C. The effect of Co substitution on the corresponding structural and magnetic properties of BFO was studied. X-ray diffraction and Fourier Transform Infrared Spectroscopy measurements confirmed the rhombohedral perovskite structure in all samples. A secondary phase of CoFe₂O₄ (CFO) was detected for 9, 10, and 15% of Co doping. The scanning electron microscopy images of the Co-BFO particles showed a reduction in the particle size compared to the pure BFO powders. Vibrating sample magnetometry measurements evidenced the ferromagnetic hysteresis loop for the Co-BFO powders with values of saturation magnetization of 4.1 emu/g and a coercivity of 1083 Oe for 15% of Co doping. In this work, we report impurity free samples with notable magnetic properties at the same time, which is a difficult challenge in bismuth ferrite synthesis. This is the first step for later applications in future technology.

This study was developed with the objective of determining the Learning Impulse in Physics and Chemistry by using ChatGPT Virtual Assistants and Bloom's Taxonomy in University Students, the methodology was quantitative and a Likert scale questionnaire was applied for data collection, which was carried out in a private university in Peru. The sample consisted of 120 Physics and 130 Chemistry students. As part of the results, it was found that 94% of the participants have a positive opinion towards the use of the Chat GPT virtual assistants, in the same order it was found that 88.4% confirmed that they were in the high level, in relation to an improvement associated with scientific communication, 87.6% were in the same position in the category analyze data and evidence and with respect to Calculate, obtain and evaluate results, this reached 88.8% on the highest rung. From the above, it was concluded that the presence of virtual assistants used by the teacher as a resource boosted learning in Physics and Chemistry courses and this was due to the timely structuring of the training and evaluation processes considering Bloom's taxonomy.