ПРОБЛЕМИ СУЧАСНИХ ТРАНСФОРМАЦІЙ.
Серія: педагогіка
UDC 37.011.6:37.071:68.12
DOI: https://doi.org/10.54929/2786-9199-2024-4-06-02
IMPLEMENTING PROJECT-BASED LEARNING USING
ARTIFICIAL INTELLIGENCE
ЗДІЙСНЕННЯ ПРОЄКТНОГО НАВЧАННЯ З ВИКОРИСТАННЯМ
ШТУЧНОГО ІНТЕЛЕКТУ
Olesia Kyselova
Candidate of Pedagogic Sciences (Ph. D.), Docent,
Associate Professor at the Department of Informatics,
Municipal establishment «Kharkiv Humanitarian-Pedagogical Academy» of Kharkiv Regional Council,
Kharkiv, Ukraine
ORCID: 0000-0002-8176-1615
Кисельова О. Б.
Кандидат педагогічних наук, доцент,
доцент кафедри інформатики,
Комунальний заклад «Харківська гуманітарно-педагогічна академія» Харківської обласної ради,
м. Харків, Україна
Project-based learning in the education system is gaining more and more momentum, as it is promising and contrib-
utes to the formation of all the necessary life skills for of students of professional preliminary higher education. It allows
the development of their critical thinking and creative abilities. The application of artificial intelligence in education is
an actual area of research that contributes to increasing the effectiveness of the educational process. Implementation
of project-based learning using artificial intelligence (AI) is becoming increasingly urgent in education. This approach
makes it possible to significantly increase the motivation of students, stimulate their independence and creativity, and
prepare them to solve real problems in the modern world, where AI plays an increasingly important role. The purpose
of the study is to highlight the possibilities and prospects of using artificial intelligence to implement project-based
training of students of professional preliminary higher education. The research is conducted using mixed methods, in-
cluding quantitative and qualitative approaches. Data are analyzed using statistical methods and interviews are con-
ducted with participants in the educational process. During the research and presentation of the material, theoretical
methods of scientific knowledge were used: analysis and synthesis, induction and deduction, systematization, and
generalization. The author hypothesizes that the use of AI in project-based learning helps to increase the motivation
of students, strengthens their independence, improves the skills of working with information and critical thinking, and
also stimulates teamwork. It has been established that using artificial intelligence significantly increases the effective-
ness of project-based learning. Its main advantages for teachers are described, including the automation of routine
tasks. Positive results for students in the form of improved learning outcomes are summarized. Recommendations
for the implementation of artificial intelligence services in the educational process, in particular, in project activities,
are offered. The main areas for further research are systematized. The results of the study can be used for further
development of the theory of project-based learning and artificial intelligence in education. The recommendations
developed by the authors regarding the implementation of artificial intelligence in project-based learning. These
recommendations can be used by teachers and lecturers to optimize the educational process, increase its effective-
ness, and form the competencies necessary for a successful life in modern society for students. Further research
can be aimed at developing new methods and tools for using AI in project-based learning, studying its impact on
various aspects of students’ educational activities, as well as studying the ethical aspects of using AI in education.
Key words: project-based learning; project; pre-higher education; students of vocational pre-higher education; arti-
ficial intelligence.
Нині проєктне навчання в системі освіти дедалі більше набирає обертів, оскільки є перспективним та
сприяє формуванню всіх необхідних життєвих компетенцій здобувачів фахової передвищої освіти. Воно
дозволяє розвивати їх критичне мислення та творчі здібності. Застосування штучного інтелекту в
освіті є актуальним напрямом досліджень, що сприяє підвищенню ефективності навчального процесу.
Упровадження проєктного навчання з використанням штучного інтелекту (ШІ) стає все більш акту-
альним питанням освітньої сфери. Цей підхід дає можливість суттєво підвищити мотивацію здобувачів
освіти, стимулювати їх самостійність та креативність, а також підготувати до вирішення реальних
проблем у сучасному світі, де ШІ відіграє все більшу роль. Метою дослідження є висвітлення можливо-
стей та перспектив використання ШІ для здійснення проєктного навчання здобувачів фахової перед-
вищої освіти. Дослідження проводиться за допомогою змішаних методів, включаючи кількісні та якісні
підходи. Аналізуються дані з використанням статистичних методів та проводяться інтерв’ю з учас-
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ІННОВАЦІЙНА, ЦИФРОВА ПЕДАГОГІКА ТА ПЕДАГОГІЧНЕ ПРОЄКТУВАННЯ
никами освітнього процесу. Під час проведення дослідження та викладення матеріалу застосовувалися
теоретичні методи наукового пізнання: аналіз та синтез, індукція та дедукція, систематизація та уза-
гальнення. Авторкою висувається гіпотеза про те, що використання ШІ в проєктному навчанні сприяє
підвищенню мотивації учнів, посилює їхню самостійність, покращує навички роботи з інформацією та
критичного мислення, а також стимулює командну роботу. Встановлено, що застосування ШІ значно
підвищує ефективність проєктного навчання. Охарактеризовано його основні переваги для викладачів,
включаючи автоматизацію рутинних завдань. Узагальнено позитивні результати для студентів у ви-
гляді покращення результатів навчання. Запропоновано рекомендації щодо впровадження сервісів ШІ в
навчальний процес, зокрема в проєктну діяльність. Систематизовано основні напрями для подальших
досліджень. Результати дослідження можуть бути використані для подальшого розвитку теорії проєк-
тного навчання та ШІ в освіті. Розроблені авторкою рекомендації щодо впровадження ШІ в проєктно-
му навчанні можуть бути використані вчителями та викладачами для оптимізації навчального проце-
су, підвищення його результативності та формування в здобувачів освіти компетенцій, необхідних для
успішного життя в сучасному суспільстві. Подальші дослідження можуть бути спрямовані на розробку
нових методів та інструментів використання ШІ в проєктному навчанні, дослідження його впливу на різні
аспекти навчальної діяльності учнів, а також на вивчення етичних аспектів використання ШІ в освіті.
Ключові слова: проєктне навчання; проєкт; фаховова передвища освіта; здобувачі фахової передвищої
освіти; штучний інтелект.
INTRODUCTION O. Borodienko, L. Pukhovska, O. Samoilenko, O.
The modern world faces constant challenges and Radkevich, N. Bazelyuk), in particular, practical
changes: the COVID-19 pandemic, the introduction of tools for effective project activity [20]. N. Vanina and
martial law in Ukraine. Under such conditions, trends T. Pashchenko considered the project activity as a
in the development of education require its constant leading means of improving the quality of training of
transformation and adaptation. In this context, the students of professional preliminary higher education
transition to innovative teaching methods becomes [24]. The problem of preparing future teachers for the
not only a matter of academic discussion, but also an organization of project activities of pupils/students
urgent necessity. The challenges faced by graduates was revealed in the work of L. Savchenko, K. Safyan
of professional pre-higher education institutions and I. Kovalenko [21].
require their readiness to implement project activities In today’s conditions of dynamic development of
in all spheres of society’s life in Ukraine, in Europe, information technologies, the problem of researching
and throughout the world [20, p.9]. The increasing the process of organizing project-based learning
complexity of tasks requires not only knowledge, but becomes especially relevant. This is evidenced
also deep understanding, critical thinking, creative by the scientific achievements of many scientists (
activity and the ability to work in a team. In the M. Antonchenko [2], O. Kyselova, M. Sin and
multifaceted environment of project-based learning, K. Likhno [10], O. Kyselova, N. Khmil and A. Khmil
artificial intelligence is great as a research assistant, [11] and others).
project planner, and analytical tool. Recently, there has been rapid progress in
LITERATURE REVIEW technologies based on artificial intelligence (AI).
The theoretical and practical principles of project- In particular, in 2021, an «Action Plan for the
based learning of elementary school students are Implementation of the Concept of the Development
substantiated in the scientific investigations of many of Artificial Intelligence in Ukraine for 2021-2024»
researchers. Thus, in the work of I. Yermakov, the was developed, where the priority is to ensure legal
competence potential of students’ project activities regulation on issues of state policy formation in the
is highlighted [25]. O. Kobernyk analyzed the criteria field of artificial intelligence, holding conferences,
of its organization: focus on the current problem; seminars on the introduction and use of technologies
independent research; orientation to the final product; of artificial intelligence, aimed at popularizing the
the teacher performs a partner role – he is an assistant, basics of artificial intelligence in secondary education
helps students in finding ways to solve the problem institutions, establishing scientific cooperation with
[9]. In the researches of N. Morze, O. Barna, V. international research centers [19]. The developers
Vember, and O. Kuzminska, the author’s approaches of the «Strategy for the Development of Artificial
to the organization of computer science teaching in Intelligence in Ukraine» note that artificial intelligence
5-6 grades of general educational institutions using has made great progress in recent decades: artificial
the project method were presented; the influence of intelligence systems control autonomous cars,
project activities of students on the formation of ICT translate into different languages, generate easy-
competence was revealed [15]. to-read texts, and more. Preparing students to work
Ukrainian and foreign experience in organizing with artificial intelligence is important for their future
project activities in professional (vocational and success in the digital world [22].
technical) education institutions is presented by the In their work, K. Peven, N. Khmil and
team of authors of the practical manual (V. Radkevich, N. Makogonchuk note the influence of artificial
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ПРОБЛЕМИ СУЧАСНИХ ТРАНСФОРМАЦІЙ. Серія: педагогіка
intelligence on the change of traditional learning and education institutions. The main idea of project-based
teaching models [17]. L. Kartashova, T. Sorochan, learning is to involve students in the active role of
T. Sheremet aptly note the revolution of chatbots participants in the educational process, stimulating
based on AI, which is already taking place, and how their interest and motivation. This is achieved by
it effectively helps in the adaptability and efficiency organizing educational activities in the form of projects
of students and teachers in improving the teaching that involve independent solving of specific tasks
process [8]. S. Lytvynova compared the capabilities of or problems. The theory of project-based learning
artificial intelligence, neural networks and chatbots for defines the key role of student activity in the learning
use in the educational practice of teachers [14]. process. The studied approach is aimed at creating
In May 2024, the Ministry of Digital Transformation conditions for self-realization and independence of
and the Ministry of Education and Science of each participant in the educational process. It involves
Ukraine, together with the Working Group, which a change in the teacher’s role from an authoritarian
included 30 specialists – representatives of the to a facilitator, which promotes the development of
Ministry of Education and Science, the scientific creativity and initiative of students [23].
community, advanced training institutes, universities, According to the definition of the Buck Institute
schools, and the public sector, developed a draft of for Education, project-based learning is a method
recommendations on the introduction and use of by which students acquire the necessary knowledge
technologies of artificial intelligence in institutions of and skills by researching and responding to real,
general secondary education. Their goal is to spread interesting and complex questions for a certain
the principles and approaches to the responsible use of period of time; it is a teaching method in which
AI systems in general secondary education to observe students learn by actively participating in real and
human rights and professional ethical standards and personally meaningful projects [5]. Scientists believe
raise teachers’ awareness about possible risks and that this kind of educational technology is capable
challenges. This is to critically, effectively, and ethically of increasing the level of educational achievements
interact with artificial intelligence systems and use all of students [23]. In their works, the scientists of
their potential. These recommendations are formed the scientific team (V. Anishchenko, M. Artyushina,
based on current international practices [7]. T. Herlyand, N. Kulalayeva, G. Romanova, L.
By analyzing the works of foreign and Ukrainian Romanov, M. Shymanovsky) define project activity
scientists, it is possible to draw an existing parallel in a general secondary education institution as an
in common conclusions. Project-based learning is educational and cognitive independent activity of
an important tool that provides students with the students (with the participation of the teacher as a
opportunity not only to master theoretical material, coordinator), aimed at the result achieved by solving
but also to test it in practice, developing the skills a theoretically or practically significant task for them
of working with information, analyzing, and solving [1]. It is also a form of cognitive activity of subjects of
problems. In turn, the use of the latest digital tools, education aimed at solving a personally perceived
in particular artificial intelligence, in the process of problem (task), in the process of which a certain
project activity becomes a key aspect, as it allows to project product is created [10].
effective implementation of innovations, and increases According to researchers (Barron & Darling-
productivity and efficiency. At the same time, despite Hammond, 2008; Thomas, 2000), project-based
the sufficient number of the above-mentioned studies, learning involves the following: students apply
the problem of organizing project-based training for knowledge and skills to solve realistic problems in
students of professional preliminary higher education the real world; the student’s level of responsibility for
requires further theoretical and practical development. the completed work increases; teachers perform the
AIMS AND OBJECTIVES roles of trainers and research facilitators, conduct
The purpose of this article is to highlight the reflections; students often work in pairs or groups.
possibilities and prospects of using artificial The practice of using artificial intelligence in the
intelligence for the implementation of project-based educational process is becoming more and more
training of students of professional preliminary widespread. According to the indicators of Google
higher education. Academy, a free search engine for full-text scientific
METHODOLOGY AND RESEARCH METHODS publications, the number of works on the above-
During the research and presentation of the mentioned topic has been increasing for the past few
material, theoretical methods of scientific knowledge years (Fig. 1).
were used: analysis and synthesis, induction and In the context of modern realities, the organization
deduction, systematization and generalization. and implementation of project-based training for
RESULTS students of vocational pre-higher education must
In light of modern pedagogical research, project- adapt to the possibilities of artificial intelligence. It
based learning stands out as one of the promising becomes not only a matter of choice, but also an
approaches in the educational process of general urgent need.
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ІННОВАЦІЙНА, ЦИФРОВА ПЕДАГОГІКА ТА ПЕДАГОГІЧНЕ ПРОЄКТУВАННЯ
Fig. 1. The increase in the number of publications in Google Academy on the topic
of using AI in the educational process
Sources: compiled by the author
The concept of «artificial intelligence» is a set of activities. It turned out that the majority do not have
powerful technologies and programs embodied in the skills to use artificial intelligence, however, in
machine algorithms, the purpose of which is to solve connection with the wide coverage of its available
the tasks that society puts before it [18]. Artificial opportunities from the perspective of application in
intelligence technology is actively used in education various spheres of life, the overwhelming number of
to transform and improve the level of training of a respondents expressed a positive attitude towards
specialist during his education. Such educational the use of artificial intelligence in the organization of
aspects of artificial intelligence can be called, for project activities. They expect that the use of artificial
example, personalized learning, smart content intelligence in project activities would help them
creation, adaptive access, virtual conversational increase the amount of information available for project
assistants, analytics, forecasting, etc. [3]. research, automate routine tasks, get new ideas
Researchers focus on certain advantages of using and solutions for project implementation, improve
artificial intelligence in education: communication and cooperation with teammates and
- improving learning efficiency: artificial intelligence experts, evaluate project results more objectively.
can help students better learn material and achieve objectively In addition, they believe that artificial
better results. intelligence can help them increase the efficiency and
- personalization of learning: artificial intelligence effectiveness of project activities, develop 21st century
can help students learn at their own pace and using competencies in project participants, and make the
the methods that work best for them. learning process more interesting and exciting.
- increasing the accessibility of education: artificial Project work consists of the following stages:
intelligence can make education more accessible proposal and discussion of project topics; planning;
to students with different needs and from different selection of methods and resources, form of
backgrounds. presentation of results; work on the project; preparation
- freeing up teachers’ time: artificial intelligence for defense and demonstration of the project [10]. It
can automate many routine tasks so that teachers should be noted that it is advisable to use artificial
can focus on more creative and interactive aspects intelligence at each of the above stages. For example,
of teaching. during tasks such as:
- improving communication: artificial intelligence - development of project ideas (generation of
can help improve communication between students, new ideas for projects, analysis of their realism and
teachers and parents [16, p. 158]. potential benefit);
In addition, scientists cite the following advantages - creation of project questions (assistance to
of using AI in the teaching process: the use of chatbots, teachers in taking into account the individual needs
gamification, the development of educational and capabilities of applicants);
platforms, and an additional source of automation - formation of project teams (formation of project
tools that increase the productivity of human mental groups taking into account their competencies,
work [12]. interests and skills, etc.);
We conducted a survey of teachers and students - search and analysis of information (quick
of vocational pre-university education regarding their and effective finding of necessary information
awareness of artificial intelligence, as well as their for one’s projects, data analysis and drafting
attitude to its use during the organization of project of conclusions), decision-making support
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ПРОБЛЕМИ СУЧАСНИХ ТРАНСФОРМАЦІЙ. Серія: педагогіка
(evaluation of various decision options and Useful for educators is MagicSchool, which offers
selection of the best of them); more than 60 tools. The great thing about this app is
- automation of routine operations (freeing up the that MagicSchool studies educational data to better
time of applicants for more creative and intellectual understand teachers.
work on projects); DISCUSSION
- planning and monitoring project implementation The integration of artificial intelligence into
(support in drawing up a plan (including defining goals, project education inspires innovation and
tasks, resources and time frames) and monitoring creativity. Educators can use such technologies
project implementation, as well as identifying potential to explore new opportunities, experiment with
problems); new technologies, and develop creative solutions
- project implementation (assistance in performing to real-world problems. Overall, AI-driven project-
various tasks related to project implementation (data based learning is revolutionizing education by
analysis, modeling, optimization and visualization); enhancing personalization, fostering critical
- project evaluation (automated evaluation of project thinking, encouraging collaboration, and stimulating
results, identification of strengths and weaknesses, creativity. With the power of artificial intelligence,
formulation of conclusions and recommendations); teachers can create dynamic curricula that prepare
- provision of personalized feedback (analyzing the students for success in a fast-paced world.
work of applicants on projects and providing them with Along with the above advantages and prospects
personalized feedback that will help them reflect). of using artificial intelligence in the project activities
The organization of the project activities of the of the applicants of professional preliminary higher
applicants of professional preliminary higher education education, we observe certain challenges and
with the use of artificial intelligence involves defining the cautions. First, it is important to observe ethical
goals and tasks of the project; selection of appropriate aspects and moral norms when using artificial
artificial intelligence tools; training applicants to work intelligence, to treat copyright and personal
with these tools; ensuring methodical support of project information with respect. Secondly, it is necessary
activities; evaluation of project results. Students can to develop the digital competence of students of
use AI tools like ChatGPT (or similar) to outline the professional preliminary higher education (ability to
necessary project components, offering an edge in work with a computer, use Internet resources and AI
their research journey. tools, etc.). Thirdly, educational programs, syllabus,
Research is an important part of project-based syllabi, educational and methodological materials
learning, and artificial intelligence can greatly enhance should be adapted to the use of artificial intelligence
and simplify this stage by organizing data and in project activities, so that applicants can acquire
summarizing content. Tools like Genei and Google the necessary knowledge and skills.
SGE can help students sift through information It is critical for students to understand the
effectively, allowing them to focus on critical thinking capabilities and limitations of AI tools, even as they
and analysis. Effective management of team projects are rapidly evolving. The challenge arising from
is crucial. Artificial intelligence applications such as the excessive or incorrect application of AI in the
Motion can automate the planning and prioritization of field of education is the need for critical evaluation
tasks, increasing team coordination and productivity. of generated AI products and the principles of
When choosing artificial intelligence tools, the academic integrity when using them [4].
specifics of the project should be taken into account; With the help of teachers, students can learn not
the level of training of vocational pre-higher education to rely on AI, but to use it responsibly to support their
applicants and available resources. We will provide learning, and teachers can demand transparency
some artificial intelligence web services for project and accountability when students use these tools
training. For example, to generate texts (ChatGPT, on their own [13]. It should be noted that we trained
Gemini, etc.), images (DALL-E 2, Leonardo.Ai, students of professional preliminary education to
StarryAi, Lexica, Wombo Art, etc.), mind maps work with artificial intelligence tools with the help of
(Chatmind, Albus, etc.), presentations (Gamma.App, master classes (VseOsvita, NaUrok), online courses
Tome, GPT-PP, etc.). For working with video and (Prometheus, EdEra, Umity, etc.), watching webinars
text, you should try Lumen5, Flipgrid, and for creating and independent study with the help of methodological
interactive exercises and tests – Yippity, Hotpot, etc. recommendations and instructional cards.
Various online generators (https://generator-online. CONCLUSIONS
com/uk/, https://uk.rakko.tools/, etc.) will come in Therefore, the use of artificial intelligence in
handy for the implementation of project activities. the organization of project activities of students
The description of the use of generative artificial of professional preliminary higher education is
intelligence in educational activities is given on the a promising direction for the development of the
platform, which is replenished with the appearance of educational sphere and has significant potential
new tools [6]. for increasing its efficiency and effectiveness.
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ІННОВАЦІЙНА, ЦИФРОВА ПЕДАГОГІКА ТА ПЕДАГОГІЧНЕ ПРОЄКТУВАННЯ
Artificial intelligence can help improve the quality teamwork, decision-making and complex problem-
of education by improving the way teachers and solving, and increase their motivation and interest
students interact. It is likely that each teacher in training. In addition, further research can be
has the right to independently decide how to directed to the development of new methods and
effectively and efficiently use this technology tools for the use of artificial intelligence in project-
during education. It can help learners develop the based learning, the study of its impact on various
competencies needed to function successfully in aspects of educational activities of students, as
the information society, including critical thinking, well as the study of ethical aspects of its use in
creativity, communication, collaboration and education.
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https://reicst.com.ua/pmtp/issue/view/issue_4_2024
