Provenzano (2025) shared that integrating AI into project-based learning (PBL) enhances
the process without replacing traditional teaching methods. AI can help students select and
design their final artifact by guiding them through brainstorming and refining ideas, saving
teachers time for more focused support. It can also assist students with creating presentations,
breaking the process into manageable steps and offering personalized guidance, which is
especially helpful for students with anxiety or neurodivergent needs.
He added too that AI is not about changing pedagogy but about streamlining parts of the
PBL process, giving students more autonomy and allowing teachers to provide deeper feedback.
When used thoughtfully, AI makes PBL more efficient, accessible, and student-centered, helping
both teachers and students achieve their goals.
Likewise, Mendez-Padilla (2025) stated that PBL engages students in solving real-world
problems, enhancing their learning outcomes. She mentioned that utilizing AI as a support tool in
PBL rather than as a replacement for student effort. AI helps students determine the effectiveness
of its assistance in their projects. For educators, AI can assist in lesson planning by generating
project assignments and aiding in student feedback, such as coaching on presentations. However,
educators should verify AI's sources of information and ensure alignment with educational
standards. Schools are also encouraged to review existing policies regarding AI use in the
classroom.
Provenzano, N. (2025, May 13). How students can use AI in Project-Based Learning.
Edutopia. [Link]
Mendez-Padilla, B. (2025, July 9). How can AI enhance project-based learning? K-12 Dive.
Retrieved December 21, 2025, from [Link]
enhance-project-based-learning/752587/
STUDIES:
In the study explored by Rostam et al. (2024), they reiterated that project-based learning
is a classroom teaching approach that incorporates genuine and real-world challenges into the
educational setting. In the context of the Industrial Revolution 5.0, where humans collaborate
with advanced technology and AI-generated support, this research presents a project-based
learning method in ESL classrooms with the aid of AI technologies. The project seeks to
evaluate the effectiveness and user-friendliness of AI-driven language learning apps in project-
based education for undergraduates at a public university, based on the Technology Acceptance
Model (TAM). The study centers on two primary theories as a conceptual foundation: project-
based learning (PBL) and the Technology Acceptance Model (TAM). This is a proposal writing
project lasting six weeks, involving undergraduate students from a public university located in
Selangor. Project-based learning was implemented, and the participants were made aware that
they could utilize any AI-related technologies to assist with their project. The proposal
submission is planned for the sixth week when it will be showcased in class. A series of
questionnaires served as the tool to gather their views on employing AI-driven technologies in
project-based learning after task completion. The study included 50 participants. The results
show that students held a favorable perspective on utilizing AI applications for their projects,
favored collaborative work for its enjoyment, difficulty, and ease of management, and
considered AI language tools user-friendly and advantageous for their education. Ultimately, the
project’s flexibility renders it appropriate for diverse educational settings, and incorporating AI
technology in ESL classrooms enables students to efficiently accomplish language assignments.
Rostam, N. L. S., Azmimurad, A. M., Hassan, H., & Sapuan, W. N. M. (2024). Perceived effectiveness of
using AI-based applications in project-based learning. International Journal of Research and
Innovation in Social Science, 8(3s), 4425-4435.