PICRAT-Guided Integration of GenAI into a Project-Based Learning Course

Abstract

This study presents a redesign of a university project-based learning (PBL) course in which generative artificial intelligence (GenAI) was integrated using the PICRAT model that guided the incorporation of digital technologies into teaching. The course was intended for future teachers of practical and vocational subjects completing pedagogical qualifications through university study. The redesign introduced two artificial intelligence (AI)-based supports: Project Designer, which scaffolded project planning in line with Gold Standard PBL, and Project Evaluater, which provided formative feedback on drafted project designs. Using the PICRAT model as an interpretive framework, the study shows that the most meaningful uses of generative artificial intelligence (GenAI) were concentrated in the interactive and creative dimensions, particularly in project planning and revision. Initial empirical findings on participants’ attitudes toward PBL are also presented. Quantitative data were collected using a semantic differential and showed that respondents evaluated PBL more positively than traditional teaching, with a statistically significant difference in the evaluation factor. Qualitative findings indicated that participants particularly valued collaboration, practical relevance, active learner involvement, and learner autonomy, while the main perceived drawback of PBL was its time and preparation demands. The study provides an initial example of didactically grounded GenAI integration in teacher education and suggests that AI-supported planning and revision may help reduce practical barriers associated with preparing projectbased instruction.