Abstract:

In the current context, the use of artificial intelligence (AI) has become widespread across all areas of life. However, in education, its use may pose challenges that hinder the development of critical thinking skills. Conversely, such skills are strongly fostered through problem-based learning (PBL) methodologies. When students faced with complex problems without an obvious solution rely on AI to obtain direct answers instead of engaging in conceptual reasoning, the learning process is disrupted.

This study examines the use of AI among final-year students of Environmental Sciences and Chemical Engineering at the University of La Laguna. The surveys explore not only how students employ AI in their regular learning activities, but also how they would use it when confronted with a complex, open-ended problem. The results indicate that most students would choose to consult AI from the outset and then analyze its response. While this reflective phase still promotes some of the skills developed through PBL, the original spirit of the methodology is diluted. Consequently, teachers must reconsider and adapt PBL strategies to maximize learning outcomes and skill development in the age of AI.

Keywords:

Problem-based learning, artificial intelligence, students, self-learning.