Artificial intelligence in STEM education: a transdisciplinary framework for engagement and innovation
IntroductionArtificial intelligence (AI) has reshaped STEM education by influencing instructional design, learner agency, and ethical frameworks. However, the integration of AI into educational ecosystems raises critical questions regarding pedagogical coherence, assessment reform, and algorithmic e...
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Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1619888/full |
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| author | Cristo Leon James Lipuma Xavier Oviedo-Torres |
| author_facet | Cristo Leon James Lipuma Xavier Oviedo-Torres |
| author_sort | Cristo Leon |
| collection | DOAJ |
| description | IntroductionArtificial intelligence (AI) has reshaped STEM education by influencing instructional design, learner agency, and ethical frameworks. However, the integration of AI into educational ecosystems raises critical questions regarding pedagogical coherence, assessment reform, and algorithmic ethics.MethodsThis study conducted a systematic review of 41 peer-reviewed publications to examine how AI has been integrated into STEM educational ecosystems. The review focused on peer-reviewed studies published between 2020 and 2025 that addressed AI applications in STEM education, transdisciplinary approaches to AI integration, and the ethical challenges inherent in AI-driven learning environments. A transdisciplinary communication (TDC) framework guided the synthesis of findings. The review followed PRISMA protocols for transparency and utilized Nvivo, Excel and VOSviewer to support thematic coding and bibliometric mapping.ResultsThe analysis identified three emergent themes: (1) the evolving role of student agency in AI-enhanced learning, (2) shifts in assessment paradigms toward adaptive, AI mediated models, and (3) ethical tensions surrounding algorithmic transparency, equity, and automation in pedagogical design. Divergent disciplinary perspectives were noted, with some emphasizing efficiency and other prioritizing inclusive access and epistemic reflexivity.DiscussionDrawing on the Universal Design for Learning (UDL) framework and trustworthy AI principles, this review offers a critical lens on inclusivity and design ethics in AI-mediated learning environments. The results offer a conceptual foundation and a set of actionable strategies for institutions, educators, and policymakers seeking to implement AI technologies in ways that are ethically sound, inclusive, and informed by epistemic plurality in STEM education. |
| format | Article |
| id | doaj-art-cc35411f768246a7b586283faf1f6d2c |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-cc35411f768246a7b586283faf1f6d2c2025-08-20T03:28:13ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-07-011010.3389/feduc.2025.16198881619888Artificial intelligence in STEM education: a transdisciplinary framework for engagement and innovationCristo Leon0James Lipuma1Xavier Oviedo-Torres2Office of Research and Development, Jordan Hu College of Science and Liberal Arts, New Jersey Institute of Technology, Newark, NJ, United StatesDepartment of Humanities and Social Sciences, Jordan Hu College of Science and Liberal Arts, New Jersey Institute of Technology, Newark, NJ, United StatesFacultad de Ciencias Económicas y Administrativas, Universidad de las Américas Ecuador, Quito, EcuadorIntroductionArtificial intelligence (AI) has reshaped STEM education by influencing instructional design, learner agency, and ethical frameworks. However, the integration of AI into educational ecosystems raises critical questions regarding pedagogical coherence, assessment reform, and algorithmic ethics.MethodsThis study conducted a systematic review of 41 peer-reviewed publications to examine how AI has been integrated into STEM educational ecosystems. The review focused on peer-reviewed studies published between 2020 and 2025 that addressed AI applications in STEM education, transdisciplinary approaches to AI integration, and the ethical challenges inherent in AI-driven learning environments. A transdisciplinary communication (TDC) framework guided the synthesis of findings. The review followed PRISMA protocols for transparency and utilized Nvivo, Excel and VOSviewer to support thematic coding and bibliometric mapping.ResultsThe analysis identified three emergent themes: (1) the evolving role of student agency in AI-enhanced learning, (2) shifts in assessment paradigms toward adaptive, AI mediated models, and (3) ethical tensions surrounding algorithmic transparency, equity, and automation in pedagogical design. Divergent disciplinary perspectives were noted, with some emphasizing efficiency and other prioritizing inclusive access and epistemic reflexivity.DiscussionDrawing on the Universal Design for Learning (UDL) framework and trustworthy AI principles, this review offers a critical lens on inclusivity and design ethics in AI-mediated learning environments. The results offer a conceptual foundation and a set of actionable strategies for institutions, educators, and policymakers seeking to implement AI technologies in ways that are ethically sound, inclusive, and informed by epistemic plurality in STEM education.https://www.frontiersin.org/articles/10.3389/feduc.2025.1619888/fullAI-aided decision processcollaborationethics of artificial intelligenceinquiry-based learningSDG4 quality educationSTEM education |
| spellingShingle | Cristo Leon James Lipuma Xavier Oviedo-Torres Artificial intelligence in STEM education: a transdisciplinary framework for engagement and innovation Frontiers in Education AI-aided decision process collaboration ethics of artificial intelligence inquiry-based learning SDG4 quality education STEM education |
| title | Artificial intelligence in STEM education: a transdisciplinary framework for engagement and innovation |
| title_full | Artificial intelligence in STEM education: a transdisciplinary framework for engagement and innovation |
| title_fullStr | Artificial intelligence in STEM education: a transdisciplinary framework for engagement and innovation |
| title_full_unstemmed | Artificial intelligence in STEM education: a transdisciplinary framework for engagement and innovation |
| title_short | Artificial intelligence in STEM education: a transdisciplinary framework for engagement and innovation |
| title_sort | artificial intelligence in stem education a transdisciplinary framework for engagement and innovation |
| topic | AI-aided decision process collaboration ethics of artificial intelligence inquiry-based learning SDG4 quality education STEM education |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1619888/full |
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