The rapid integration of generative artificial intelligence (AI) into higher education raises questions about its pedagogical value and its role in sustainability-oriented learning. This study investigates the use of AI in a Challenge-Based Learning (CBL) engineering hackathon (INDUSHack) focused on the Sustainable Development Goals (SDGs), examining patterns of AI adoption, perceived benefits and risks, and its contribution to SDG integration in project design. A descriptive exploratory design was employed, collecting questionnaire data from 60 undergraduate participants and complementing these with expert committee evaluations of project outcomes. Results indicate widespread AI use, primarily for idea generation, information synthesis, and project structuring. Participants reported perceived improvements in efficiency, creativity, and the clarity of SDG alignment; however, difficulties persisted in translating sustainability concepts into measurable, technically grounded criteria. The findings suggest that while AI can support learning processes and sustainability framing in CBL environments, its effective use requires structured guidance and critical AI literacy to ensure meaningful integration of SDGs.
Recommendations include national AI policies that promote inclusive public–private partnerships, culturally representative datasets to mitigate bias, human-in-the-loop safeguards, algorithmic impact assessments, AI literacy initiatives, international collaboration on teacher training, and ethical guidelines that addres...
Alsaeed Alshamy, K. Alabri, M. Garcia et al.· Journal of Applied Learning...· 0 citations
The study concludes that the long-term sustainability of GenAI in education depends on balancing technological innovation with environmental transparency and ethical stewardship, advocating for longitudinal research to monitor future cognitive and ecological impacts.
Sneha.V.K Sneha.V.K· International Journal of Tec...· 0 citations
Findings reveal that the teacher's engagement is non-linear and front-loaded: while Behavioral Engagement peaked during the Design and Development phases through active material generation, it significantly declined during the Implementation phase due to infrastructural anxiety and instability.
Nasai Danzeng· Region - Educational Researc...· 0 citations
A holistic framework that integrates inquiry-based learning (IBL) with artificial intelligence (AI) to support learning is proposed, arguing that the sustainability of such a system depends on shifting assessment from content mastery to measurable complex thinking skills.
Lori B. Doyle, Jill L. Swisher· Educational Point· 0 citations
It is argued that there is a need to use licensed GenAI solutions, to train educators, to redesign assessment processes, and also to develop an appropriate governance framework.
Dolantina Hyka, Elion Shabanaj, Jurgen Meçaj et al.· International Journal of Adv...· 0 citations
The study explores the paradigm shift in education brought about by the introduction of generative artificial intelligence (AI) tools, focusing on educational stakeholders’ self-reported perceptions rather than observed changes in teaching or learning outcomes. We consider stakeholders’ views on AI-based technologies w...
