PhD Studentship: AI-Driven Skill Development in Engineering Education

The rapid advancement of Generative AI (genAI) tools, including Large Language Models (LLMs) such as ChatGPT, is transforming both the engineering profession and engineering education. These technologies allow students, regardless of their prior experience, to acquire, process, analyse, and interpret data, adopting a dynamic and personalised learning environment. While AI has the potential to enhance engineering education, concerns remain regarding its impact on skill development, creativity, and ethical considerations.

Higher education institutions face challenges in adapting to AI-driven advancements, particularly in maintaining academic integrity, ensuring continuous professional development for instructors, and strategically integrating AI within curricula. The lack of clear policies and frameworks presents both risks and opportunities, highlighting the need for structured guidelines that promote ethical and effective AI use in education.

This research investigates how AI tools can be integrated as learning companions for engineering students, supporting not only technical skill development but also essential transferable skills. Beyond problem-solving and creativity, the study will explore how AI can contribute to enhancing ethical awareness, inclusivity, and sustainability.

By analysing the benefits and potential drawbacks of AI integration in engineering education, this research will provide insights into how universities can strategically implement AI tools to enhance student learning. The study will also assess the role of AI in authentic assessments and competency development, ensuring that students are well-prepared for the evolving demands of the engineering workforce. Ultimately, this project aims to inform institutional policies and best practices, enabling a responsible and effective approach to AI adoption in engineering education.

The project aims and objectives:

Aim:

This PhD project aims to explore the integration of AI tools as learning companions in engineering education, focusing on their role in developing both technical and transferable skills. The research seeks to assess the benefits, challenges, and ethical considerations of AI adoption while providing strategies for effective and responsible implementation within engineering curricula.

Objectives:

1. Develop AI Literacy in Engineering Education – Establish a fundamental understanding of AI tools among engineering students to ensure informed, critical, and responsible usage.
2. Enhance Technical and Transferable Skill Development – Investigate how AI tools can support not only problem-solving and creativity but also essential skills such as ethics, inclusivity, and sustainability.
3. Integrate AI into Authentic Assessments – Explore how AI can be embedded in assessment strategies that simulate real-world engineering challenges, improving student preparedness for professional practice.

Supervisor(s): Dr Mohammad Reza Salami (z.ahmed.1@bham.ac.uk) and Dr Neil Cooke.

Entry Requirements

Essential:

• Quantitative or qualitative research methods

Desirable:

• Experience in machine learning, AI tools
• An interest in higher education policy, and human-computer interaction
• Ability to work independently and collaboratively in a research environment

Funding notes:

This PhD project is fully funded for UK home students only and is open to applicants with a background in Education, Computer Science, or Engineering.

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