"Engineering Education in the Age of Generative AI: A Literature Review"

Abstract

As GenAI technologies become more prevalent in education-related environments, their effects on how subjects are taught/discussed (teaching approaches), the engagement level (interest) from students to learn the content/domain material and skills needed require systematic exploration. This literature review examines the potential of Generative Artificial Intelligence (GenAI) as a transformational force in engineering education while also addressing its challenges by examining trends, legitimacy of GenAI in learning pedagogy, its influence on thought processes concerning cognitive and creative domains. The review highlights important gaps in the literature such as (1) research supporting claims that GenAI will significantly impact student learning outcomes and skill acquisition in any beneficial way; (2) the absence of frameworks for implementing GenAI into engineering curricula in ways aligning with both accreditation standards while also addressing industry needs; (3) an urgent need to pursue strategies for addressing ethical, equity, and academic integrity challenges raised by GenAI adoption; and (4) only limited reporting on activities aimed at improving faculty readiness to leverage appropriate use of GenAI tools. In filling these gaps, this study aims to provide recommendations for educators,and researchers who seek to address the challenges of exploiting GenAI to improve engineering education. These results will inform dialogue around the future of engineering education in an age of artificially intelligent tools, along pathways whereby creative output and innovation can thrive within common standards of rigor and inclusivity as academic practice.