Generative Artificial Intelligence and Encounters with Knowledge in STEM Higher Education Curricula

Wesley Doorsamy; Kershree Padayachee; Alan S. Cornell

doi:10.1109/EDUCON62633.2025.11016322

Generative Artificial Intelligence and Encounters with Knowledge in STEM Higher Education Curricula

Wesley Doorsamy
, Kershree Padayachee
, Alan S. Cornell

Physics

University of Leeds
University of the Witwatersrand

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Generative artificial intelligence has garnered significant interest in higher education, with growing concerns about its consequences for teaching, learning, and assessment. Educators are now faced with the task of adopting genAI into curricula in ways that are responsive to both the short- and long-term effects of this technological disruption on learning. This study considers these effects, focusing on the impacts of genAI on the intrinsic value of learning and its influences on shaping transformative encounters with knowledge in STEM curricula. The implications of incorporating genAI into outcomes and assessment tasks are examined using a constructivist approach based on taxonomies of cognitive skills involved in learning and STEM competency development namely, Bloom's and SOLO taxonomies, and Luckett's knowledge planes. The study offers insights into how the incorporation of genAI may influence conceptual knowledge building and the development of certain STEM graduate attributes and makes recommendations for teachers of STEM curricula.

Original language	English
Title of host publication	EDUCON 2025 - IEEE Global Engineering Education Conference, Proceedings
Publisher	IEEE Computer Society
ISBN (Electronic)	9798331539498
DOIs	https://doi.org/10.1109/EDUCON62633.2025.11016322
Publication status	Published - 2025
Event	16th IEEE Global Engineering Education Conference, EDUCON 2025 - London, United Kingdom Duration: 22 Apr 2025 → 25 Apr 2025

Publication series

Name	IEEE Global Engineering Education Conference, EDUCON
ISSN (Print)	2165-9559
ISSN (Electronic)	2165-9567

Conference

Conference	16th IEEE Global Engineering Education Conference, EDUCON 2025
Country/Territory	United Kingdom
City	London
Period	22/04/25 → 25/04/25

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

ASJC Scopus subject areas

Information Systems and Management
Education
General Engineering

Access to Document

10.1109/EDUCON62633.2025.11016322

Cite this

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title = "Generative Artificial Intelligence and Encounters with Knowledge in STEM Higher Education Curricula",

abstract = "Generative artificial intelligence has garnered significant interest in higher education, with growing concerns about its consequences for teaching, learning, and assessment. Educators are now faced with the task of adopting genAI into curricula in ways that are responsive to both the short- and long-term effects of this technological disruption on learning. This study considers these effects, focusing on the impacts of genAI on the intrinsic value of learning and its influences on shaping transformative encounters with knowledge in STEM curricula. The implications of incorporating genAI into outcomes and assessment tasks are examined using a constructivist approach based on taxonomies of cognitive skills involved in learning and STEM competency development namely, Bloom's and SOLO taxonomies, and Luckett's knowledge planes. The study offers insights into how the incorporation of genAI may influence conceptual knowledge building and the development of certain STEM graduate attributes and makes recommendations for teachers of STEM curricula.",

author = "Wesley Doorsamy and Kershree Padayachee and Cornell, \{Alan S.\}",

note = "Publisher Copyright: {\textcopyright} 2025 IEEE.; 16th IEEE Global Engineering Education Conference, EDUCON 2025 ; Conference date: 22-04-2025 Through 25-04-2025",

year = "2025",

doi = "10.1109/EDUCON62633.2025.11016322",

language = "English",

series = "IEEE Global Engineering Education Conference, EDUCON",

publisher = "IEEE Computer Society",

booktitle = "EDUCON 2025 - IEEE Global Engineering Education Conference, Proceedings",

address = "United States",

}

Doorsamy, W, Padayachee, K & Cornell, AS 2025, Generative Artificial Intelligence and Encounters with Knowledge in STEM Higher Education Curricula. in EDUCON 2025 - IEEE Global Engineering Education Conference, Proceedings. IEEE Global Engineering Education Conference, EDUCON, IEEE Computer Society, 16th IEEE Global Engineering Education Conference, EDUCON 2025, London, United Kingdom, 22/04/25. https://doi.org/10.1109/EDUCON62633.2025.11016322

Generative Artificial Intelligence and Encounters with Knowledge in STEM Higher Education Curricula. / Doorsamy, Wesley; Padayachee, Kershree; Cornell, Alan S.
EDUCON 2025 - IEEE Global Engineering Education Conference, Proceedings. IEEE Computer Society, 2025. (IEEE Global Engineering Education Conference, EDUCON).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Generative Artificial Intelligence and Encounters with Knowledge in STEM Higher Education Curricula

AU - Doorsamy, Wesley

AU - Padayachee, Kershree

AU - Cornell, Alan S.

PY - 2025

Y1 - 2025

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AB - Generative artificial intelligence has garnered significant interest in higher education, with growing concerns about its consequences for teaching, learning, and assessment. Educators are now faced with the task of adopting genAI into curricula in ways that are responsive to both the short- and long-term effects of this technological disruption on learning. This study considers these effects, focusing on the impacts of genAI on the intrinsic value of learning and its influences on shaping transformative encounters with knowledge in STEM curricula. The implications of incorporating genAI into outcomes and assessment tasks are examined using a constructivist approach based on taxonomies of cognitive skills involved in learning and STEM competency development namely, Bloom's and SOLO taxonomies, and Luckett's knowledge planes. The study offers insights into how the incorporation of genAI may influence conceptual knowledge building and the development of certain STEM graduate attributes and makes recommendations for teachers of STEM curricula.

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DO - 10.1109/EDUCON62633.2025.11016322

M3 - Conference contribution

AN - SCOPUS:105008195189

T3 - IEEE Global Engineering Education Conference, EDUCON

BT - EDUCON 2025 - IEEE Global Engineering Education Conference, Proceedings

PB - IEEE Computer Society

T2 - 16th IEEE Global Engineering Education Conference, EDUCON 2025

Y2 - 22 April 2025 through 25 April 2025

ER -

Generative Artificial Intelligence and Encounters with Knowledge in STEM Higher Education Curricula

Abstract

Publication series

Conference

UN SDGs

ASJC Scopus subject areas

Access to Document

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Cite this