Abstract:

This research examines student perceptions regarding the use of Artificial Intelligence (AI) as a support tool for solving complex problems within the framework of Problem-Based Learning (PBL). The study is situated within the subjects of Operations Management and Logistics and Distribution Centers in 2026, in the Degree in Transport and Logistics Management at the Universitat Politècnica de València (UPV), with a sample of 68 students. The primary objective is to evaluate the perceived efficacy of AI in generating logistics solutions through a mixed-methods research design.

In the quantitative phase, student perception was measured using a semantic differential scale (1-10) assessing nine critical dimensions of AI-generated output: reliability (error-free content), intrinsic quality, completeness, originality, creativity, diversity of perspectives, internal coherence, adequacy of examples, and the ability to interrelate complex concepts. Complementarily, the study includes a detailed qualitative analysis from the perspective of the faculty members involved in the PBL project, exploring the challenges of pedagogical oversight and the validation of AI-mediated content.

Preliminary findings suggest that while AI is highly rated for coherence and structural organization, critical nuances remain regarding its creative depth and its ability to interrelate specific sector-based concepts. The study concludes that AI acts as a catalyst for the PBL methodology, provided that digital literacy is integrated to enable students to discern the technical reliability of AI outputs. These results emphasize the need to redefine the faculty's role toward expert mentorship focused on validating technology-assisted didactic transposition.

Keywords:

Artificial Intelligence, AI, PBL, Problem-Based Learning, Transport Management, Higher Education, Educational Innovation.