Artificial intelligence in STEM teaching and learning. A study on its use and perceptions at the Buenos Aires Institute of Technology

Abstract

Artificial intelligence (AI) is changing all aspects of life, and education is no exception to this revolution. In engineering disciplines, this impact is even more profound due to the close relationship between these fields and technological development driven by AI. In recent years, both teachers and students have integrated AI tools into their educational practices, albeit for different purposes. Educators primarily aim to enhance teaching and learning processes by creating more dynamic, personalized content that is tailored to the needs of students. In contrast, students focus on personalizing their learning and optimizing their academic performance.

This paper presents a study conducted between 2024 and 2025 at the Instituto Tecnológico de Buenos Aires (ITBA), an institution that offers nine engineering programs and two undergraduate degrees. Both students and faculty participated in this study, providing responses on the use of AI tools, their understanding, and the objectives behind their implementation.

The first noteworthy finding is that nearly all students surveyed have incorporated AI into their studies, while only half of the faculty members have done so.

Most students use tools such as ChatGPT and Wolfram Alpha to solve problems and understand complex concepts. They find these tools highly effective, as they facilitate learning and increase the likelihood of success in their courses.

Regarding faculty, younger instructors are the quickest to adopt AI, while those with more experience tend to adopt it more slowly, yet utilize a broader range of tools, reflecting greater specificity, familiarity, and confidence. However, a significant percentage of faculty members do not use AI, citing a lack of knowledge, mistrust in its accuracy, and concerns about its impact on students' critical thinking. Additionally, they prefer to continue using traditional methods that they consider effective.

Faculty members who do use AI perceive several barriers to its wider adoption, including the cost of premium licenses, insufficient training, limited time to explore all the possibilities it offers, and general lack of awareness. Furthermore, ethical concerns persist regarding technological dependence, the loss of critical skills, and the potential reduction in students' creativity. Nonetheless, the benefits of AI, such as personalized learning, immediate feedback, and increased student motivation, outweigh these concerns.

In conclusion, AI is transforming higher education by improving both student academic performance and the teaching experience. Despite economic and training barriers, AI tools offer valuable opportunities for personalized learning and fostering greater engagement. It is crucial to continue training educators and removing economic barriers so that AI can be fully leveraged, as it has the potential to redefine teaching and learning in the coming decades. However, it is essential to appropriately address the ethical and pedagogical concerns associated with AI in order to maximize its positive impact.