Abstract:

This research explores the impact of the international Blended Intensive Programme (BIP) on teachers’ ability to integrate artificial intelligence into STEM higher education. The analysis is based on participant feedback collected through a structured survey focusing on previous AI experience, current areas of application and the learning outcomes gained during the programme. Most participants had already used AI tools in their teaching, mainly for text generation, learning material development and the creation of assignments. Participation in the BIP programme strengthened their practical skills and increased their confidence in applying AI in STEM-related teaching contexts.

The results indicate that the programme played an important role in enhancing practical competencies and supporting international peer learning. Participants emphasised the value of sharing workflows, teaching strategies and concrete classroom examples, which provided new ideas for applying AI more purposefully in STEM subjects. The programme offered a hands-on environment that encouraged experimentation and supported the development of teaching practices that combine digital tools with subject-specific pedagogical needs.

The findings illustrate how short-term international programmes can contribute to the wider adoption of innovative technologies in STEM higher education. The research also provides recommendations for designing future BIP initiatives that aim to increase the practical impact, motivation and collaboration among participants.

Keywords:

Artificial intelligence in STEM education, Teacher competencies, International collaboration, Pedagogical innovation.