Abstract:

This study examines the integration of Generative AI (GenAI) into project-based learning, with a focus on how students’ AI reliance and AI literacy relate to their critical thinking when completing authentic project-based assignments using GenAI. Instructors implemented project-based learning and authentic assessments that emphasized the responsible and ethical use of GenAI to promote critical awareness and thoughtful application in academic work. A total of 180 survey responses were collected, and both quantitative and qualitative data were analyzed. Quantitative results reveal that limited reliance on AI is associated with higher critical thinking, suggesting that strategic use of AI may enhance cognitive engagement. Additionally, students with higher levels of AI literacy demonstrated higher critical thinking. Qualitative findings further illuminate students’ perceptions of using GenAI in project-based learning, highlighting benefits such as idea generation and feedback, as well as concerns related to overreliance and accuracy. Overall, the findings provide insight into how generative AI in project-based authentic assessments impact the development of AI literacy and critical thinking while fostering more ethical and responsible AI use in business education.

Keywords:

Artificial intelligence, Generative AI, critical thinking, AI literacy, AI reliance, project-based learning, authentic assessment, responsible AI.