Generative Artificial Intelligence and Project-Based Learning: Transforming Inquiry and Creation in Secondary Educa
DOI:
https://doi.org/10.5281/zenodo.18446319Keywords:
Generative AI, ChatGPT, Project-Based Learning, Secondary Education, Pedagogical Innovation.Abstract
The rise of Generative Artificial Intelligence (GAI), exemplified by models such as ChatGPT, presents unprecedented challenges and opportunities for the Project-Based Learning (PBL) methodology at the secondary education level. This article analyzes how GAI can act as a catalyst in the different phases of a project: from ideation and design to prototyping and evaluation. The theoretical framework integrates the TPACK model with critical thinking standards. Through a methodological proposal, the use of AI is explored as a Socratic tutor that challenges students' ideas and personalizes learning paces. The results suggest that, under appropriate teacher mediation, GAI does not replace cognitive effort; instead, it allows students to reach higher levels of synthesis and creativity. It is concluded that AI-powered PBL fosters a critical digital literacy essential for the 21st century.
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