A Needs Analysis of PBL–STEAM–AuI-Based Scientific Writing Instruction

Abstract

Scientific article writing is a significant skill for university students because it supports critical thinking, academic communication, and scholarly knowledge development. However, students often struggle to identify research problems, develop ideas, build evidence-based arguments, structure articles, and revise academic texts. Existing instruction and materials are not always sufficiently structured, interdisciplinary, interactive, or supportive of responsible artificial intelligence use. This study aims to analyse university students' needs for instructional models and materials for scientific article writing through Problem-Based Learning (PBL), STEAM, and Augmented Intelligence (AuI). We used a descriptive quantitative approach through a needs-analysis survey of 281 students from 12 study programmes. We collected data using a questionnaire addressing learning conditions, PBL, STEAM, AuI, scientific-writing skills, instructional-material needs, and preferred material formats. We analysed the data using descriptive statistics and frequency analysis in SPSS. The findings showed a high perceived need for the PBL–STEAM–AuI instructional model (M = 4.033) and instructional materials (M = 4.054). Participants most preferred step-by-step scientific-writing guidance and interactive e-modules. These findings provide empirically grounded design specifications for integrating problem orientation, interdisciplinary exploration, human-centred intelligent assistance, feedback, and structured revision into scientific-writing instruction.