Abstract:

The rapid emergence of Generative Artificial Intelligence (GenAI) is transforming higher education, creating both opportunities and challenges for faculty and students. While GenAI's presence in academic contexts is growing, there remains a critical need for applied research on how to integrate it ethically, pedagogically, and sustainably into university teaching. The MentorIA project addresses this gap by proposing a practical and transferable framework for designing, implementing, and evaluating innovative teaching strategies supported by GenAI across undergraduate and postgraduate programs, with particular emphasis on STEM disciplines.

The initiative empowers faculty and students to use GenAI responsibly, critically, and creatively, fostering essential 21st-century competencies including critical thinking, digital literacy, energy sustainability awareness, and autonomous learning.

The project is structured into four interconnected phases:
(1) analysis of learning outcomes and competences enhanced through GenAI-supported activities;
(2) design and development of active learning activities—both individual and collaborative—where students use GenAI tools to create, analyze, and solve problems;
(3) experimental implementation across multiple courses in different universities; and
(4) impact evaluation through data analysis, expert review, and student feedback.

The pedagogical approach combines proven active learning methodologies—including problem-based learning, flipped classroom, cooperative learning, and peer review—with iterative prompt design and counterfactual thinking strategies. A comprehensive monitoring and evaluation system includes indicators such as student participation and satisfaction, digital competence development, degree of ethical and sustainable AI use, technological innovation achieved, impact on academic performance compared to previous cohorts, and expert assessment of teaching innovations.

Preliminary outcomes include activities that teach students to craft effective prompts, critically analyze AI-generated responses, and apply GenAI as a cognitive support tool rather than a substitute for reasoning. Pre- and post-implementation surveys capture students' initial AI usage habits and expectations, and subsequently their perceptions of learning gains, ethical awareness, and understanding of the energy and environmental impact of these technologies.

Through interdisciplinary collaboration among senior and early-career faculty from multiple universities, MentorIA contributes to the sustainable digital transformation of higher education. The project provides a replicable model that bridges the gap between informal AI use and rigorous academic integration, preparing autonomous, reflective, and responsible professionals for an AI-driven society.

Keywords:

Generative AI, higher education, active learning, critical thinking, AI ethics, sustainable AI.