Abstract:

Building on a previously proposed hybrid pedagogical model integrating Project-Based Learning (PBL) and Flipped Learning (FL), this study investigates the next step: the incorporation of domain-trained AI assistants (“regulatory bots”) as learning mediators within competency-based higher education. Whereas the former model focused on optimizing the transition between autonomous preparation and collaborative project work, the present contribution evaluates how AI-enhanced support influences students’ acquisition of technical, analytical, and ethical competencies in undergraduate ICT-related courses.

The study examines the use of specialized AI assistants trained on curated, domain-specific corpora (e.g., legal regulations, technical standards, software engineering best practices, cybersecurity guidelines) and their role in guiding students during open-ended PBL activities. These assistants are expected to be particularly helpful in tasks requiring technical precision, interpretation of complex documentation, application of professional standards and justification of design decisions. At the same time, the study anticipates challenges such as possible over-reliance on AI for interpretative tasks, the homogenisation of solutions and concerns related to academic integrity.

To address these tensions, the study introduces an evaluation framework that integrates ethical AI literacy into the PBL-FL methodology, enabling instructors to assess responsible usage, critical reasoning, and the authenticity of student work. The framework is presented as highly adaptable to a wide range of ICT subjects, where students must interpret technical constraints and make design choices under realistic conditions.

Overall, this work extends the original hybrid model by demonstrating how domain-trained AI assistants can meaningfully enhance project-based learning in ICT degrees, provided that their integration is accompanied by explicit ethical scaffolding and competency-oriented assessment strategies. The findings contribute to the ongoing discussion on how AI can be incorporated responsibly and effectively within 21st-century engineering and computing education.

Keywords:

Project-Based Learning, Flipped Learning, ICT Education, AI Literacy, Domain-Trained Assistants, Competency-Based Learning.