The research was conducted by Hery Setiyatna of UIN Raden Mas Said Surakarta, Blasius Atini of Universitas Timor, Yuni Misrahayu of Universitas Doktor Husni Ingratubun Papua, and Lukman Hakim of Sekolah Tinggi Hukum Galunggung Tasikmalaya. The study examined how AI platforms such as ChatGPT and Gemini are being integrated into project-based learning environments in Indonesian higher education.
The findings are significant because universities worldwide are facing growing pressure to prepare students for a technology-driven economy where analytical thinking, creativity, digital literacy, and ethical AI use are becoming essential workforce skills.
The study highlights a major shift in higher education. Instead of using artificial intelligence merely as a shortcut for assignments, students are increasingly using AI as a collaborative learning tool to explore ideas, structure projects, and validate information. Researchers found that when guided properly by lecturers, GenAI can function as a “cognitive scaffold” that supports deeper learning rather than replacing human thinking.
Universities Face Growing Demand for AI-Ready Graduates
The rise of Society 5.0 has accelerated discussions about how universities should adapt learning systems to rapid technological change. Society 5.0 refers to a human-centered society that integrates digital technologies and artificial intelligence into everyday life while maintaining human values and critical judgment.
In this environment, higher education institutions are expected to move beyond traditional lecture-based teaching models. Employers increasingly seek graduates who can analyze complex problems, collaborate across disciplines, evaluate digital information critically, and use AI responsibly.
Generative AI tools such as ChatGPT, Gemini, and other large language models are becoming widely used in education because they can generate summaries, brainstorm ideas, simulate scenarios, and assist with research tasks. However, educators also worry about risks including academic dishonesty, overreliance on AI-generated content, misinformation, and declining independent thinking skills.
The Indonesian researchers explored whether combining GenAI with Project-Based Learning (PBL) could create a more balanced and effective learning approach.
How the Research Was Conducted
The study used a qualitative case-study approach at an Indonesian university implementing project-based learning supported by digital technology.
Researchers observed learning activities during one academic semester and collected data from:
- 18 university students
- 4 lecturers actively using GenAI in project-based courses
- In-depth interviews
- Classroom observations
- Focus Group Discussions (FGDs)
- Student project documentation and reflective notes
The research team analyzed the data using thematic analysis to identify patterns related to higher-order thinking skills, student collaboration, creativity, and AI literacy.
According to the authors, the qualitative approach allowed researchers to understand how students and lecturers actually interact with AI during real learning experiences rather than simply measuring test scores.
AI Helped Students Think Faster and More Systematically
One of the strongest findings involved analytical thinking skills.
Students reported that GenAI helped them understand project structures more quickly, especially when working with broad or unfamiliar topics. AI-generated summaries and brainstorming suggestions reduced the time needed to identify key concepts and possible solutions.
Several students explained that AI simplified the early stages of project development by helping them organize ideas before conducting deeper academic research.
Lecturers also observed noticeable changes in how students approached problems. Many students became more systematic in outlining project goals, comparing alternative solutions, and developing analytical frameworks.
The study found that GenAI supported:
- Faster problem identification
- More structured analytical thinking
- Improved idea exploration
- Better organization of project tasks
- More efficient brainstorming sessions
Researchers noted that AI did not replace critical thinking but accelerated the initial stages of cognitive exploration.
Creativity Increased, but Dependence Risks Emerged
The integration of GenAI also encouraged students to generate more diverse and innovative project ideas.
Students used AI tools to search for design inspiration, create presentation structures, simulate concepts, and explore alternative perspectives. Groups actively using GenAI produced more varied project outputs compared to students relying only on conventional internet searches.
One important finding was that AI increased students’ confidence during brainstorming activities. Many students felt more comfortable experimenting with creative ideas after receiving AI-generated suggestions and examples.
However, the researchers also identified important risks.
Some students became overly dependent on AI-generated recommendations and stopped developing original ideas independently. In several cases, students admitted trusting AI-generated information without sufficient verification.
The study found that students under deadline pressure were more likely to copy AI responses directly instead of critically evaluating them.
This issue became one of the central ethical concerns highlighted by the researchers.
Students Developed Stronger AI Literacy and Critical Reflection
Despite concerns about dependence, the study also found that many students gradually developed stronger critical reflection skills.
After discovering inaccuracies or unclear references in AI-generated outputs, students became more careful about verifying information through journals, books, and other academic sources.
Researchers observed students increasingly comparing AI-generated answers with scientific literature before using the information in projects. This process improved what the authors describe as “AI literacy,” or the ability to understand the strengths and limitations of artificial intelligence systems.
According to the research team, this is one of the most important educational outcomes of GenAI integration.
Hery Setiyatna and colleagues from UIN Raden Mas Said Surakarta and collaborating universities emphasized that AI should support reflective learning, not replace intellectual responsibility. The researchers argued that students must learn not only how to use AI tools, but also how to evaluate, question, and validate AI-generated information ethically.
Collaboration Improved, but Human Interaction Still Matters
The study also examined how GenAI affected teamwork and classroom collaboration.
Researchers found that AI accelerated group discussions by helping students generate initial ideas quickly. Project task division became clearer, and brainstorming sessions became more focused.
At the same time, some lecturers noticed reduced interpersonal communication in groups that relied too heavily on AI tools. Students occasionally focused more on their personal devices than on interacting with teammates.
Interestingly, the study found that groups with strong interpersonal communication skills used AI more effectively than groups with weaker communication dynamics.
This suggests that human collaboration remains central even in AI-assisted learning environments.
Implications for Higher Education
The findings suggest that universities should begin developing structured AI-learning strategies instead of banning AI tools outright.
The researchers recommend that higher education institutions implement:
- AI usage guidelines for students
- Critical source verification activities
- Authentic project-based assessments
- Reflection-based evaluation systems
- AI literacy training
- Ethical AI policies in classrooms
The study also highlights the growing importance of combining technological literacy with human-centered skills such as creativity, reflection, collaboration, and ethical reasoning.
As generative AI becomes more integrated into education and industry, the researchers argue that future graduates will need both advanced digital skills and the ability to think independently in technology-rich environments.
Author Profiles
Hery Setiyatna is a researcher and academic at UIN Raden Mas Said Surakarta specializing in digital education transformation, artificial intelligence in learning, and higher education innovation.
Blasius Atini is affiliated with Universitas Timor and focuses on educational technology and collaborative learning systems.
Yuni Misrahayu from Universitas Doktor Husni Ingratubun Papua researches digital learning development and student competency improvement in higher education.
Lukman Hakim is an academic at Sekolah Tinggi Hukum Galunggung Tasikmalaya with interests in adaptive education and technology-based learning systems.
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