Acceptance of generative artificial intelligence and interdisciplinary learning in college STEAM projects
DOI:
https://doi.org/10.5281/zenodo.23288716Keywords:
artificial intelligence, learning, higher educationAbstract
Generative artificial intelligence has been gradually incorporated into higher education as a support tool for academic writing, literature reviews, idea generation, and problem-solving. In this context, university STEAM projects offer learning environments geared toward the integration of knowledge, creativity, and interdisciplinary learning. The objective of this study was to determine the relationship between the acceptance of generative artificial intelligence and interdisciplinary learning. A study with a basic quantitative approach was conducted; it was correlational in nature, with a non-experimental, cross-sectional design applied to STEAM projects in higher education. A sample of 380 college students was selected through non-probabilistic convenience sampling; data were collected using two structured questionnaires with Likert-type scales designed to measure acceptance of generative artificial intelligence and interdisciplinary learning. The analysis was conducted using descriptive statistics and Spearman’s correlation. The results show that there is a moderate and statistically significant positive relationship between the acceptance of generative artificial intelligence and interdisciplinary learning in university STEAM projects (Rho = 0.554; p = 0.000). It is concluded that greater acceptance of generative artificial intelligence is associated with higher levels of interdisciplinary learning; however, its integration into education requires pedagogical guidance, critical use, and ethical criteria that promote the autonomous and integrated construction of knowledge.
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