This study examines the dependence on and attitudes toward artificial intelligence (AI) among university students in Ecuador, with the aim of informing pedagogical strategies for ethical and inclusive AI integration in higher education. Based on a cross-sectional quantitative design, 540 students completed the Artificial Intelligence Dependence Scale (DAI) and the General Attitudes Toward Artificial Intelligence Scale (GAAIS). The findings indicate a moderate level of AI dependence and an ambivalent attitudinal profile, characterized by balanced positive and negative perceptions. Structural equation modeling revealed that both attitudinal dimensions significantly predict AI dependence, highlighting the functional but critical role of these technologies in academic settings. Urban students reported greater dependence and ethical concerns, underscoring contextual inequalities in technological access. The study contributes to the discourse on technology-enhanced education for sustainable development by addressing how digital competencies, academic integrity, and critical thinking can be fostered through responsible AI use. These findings align with the United Nations’ Sustainable Development Goals (SDGs), particularly those related to quality education (SDG 4) and reduced inequalities (SDG 10), and advocate for learner-centered, equity-driven approaches to AI adoption in educational systems.