individual
What campus are you from?
Daytona Beach
Authors' Class Standing
John Faraca
Lead Presenter's Name
John Faraca
Faculty Mentor Name
Dr. Brent Terwilliger, Ph D.
Abstract
Artificial intelligence (AI) is transforming education and industry, particularly in technical fields such as robotics, aerospace, and uncrewed systems. This work expands on an ongoing collaborative research project with a faculty researcher that examines the student perspective in actively reviewing and applying AI-enabled tools. It emphasizes how these tools can enhance usability, accommodate diverse learning preferences, and inform more effective teaching strategies. The study also investigates how educators and institutions adopt AI tools in technical education, drawing on a targeted survey of aviation and aerospace stakeholders, a hands-on review of AI video production tools, and a literature review of scholarly and industry sources that examine AI tool use, proficiency, and ethics across aviation, aerospace, and STEM contexts. The research aims to inform long-term improvements in learning outcomes, incorporating employer perspectives on responsible AI use and developing cross-sector frameworks that balance innovation with ethical standards. By aligning educational AI practices with industry needs, institutions can help cultivate an agile, ethical, and future-ready workforce. Results show that AI can improve instructional efficiency and engagement when aligned with learning goals, but challenges include access barriers, steep learning curves, and risks of over-reliance or misinformation. Effective integration requires faculty and student training, institutional support, and safeguards, as demonstrated in controlled custom Generative Pre-trained Transformer (GPT) models.
Did this research project receive funding support from the Office of Undergraduate Research.
No
Artificial Intelligence and Cross-Sector Transformations in Education and Industry
Artificial intelligence (AI) is transforming education and industry, particularly in technical fields such as robotics, aerospace, and uncrewed systems. This work expands on an ongoing collaborative research project with a faculty researcher that examines the student perspective in actively reviewing and applying AI-enabled tools. It emphasizes how these tools can enhance usability, accommodate diverse learning preferences, and inform more effective teaching strategies. The study also investigates how educators and institutions adopt AI tools in technical education, drawing on a targeted survey of aviation and aerospace stakeholders, a hands-on review of AI video production tools, and a literature review of scholarly and industry sources that examine AI tool use, proficiency, and ethics across aviation, aerospace, and STEM contexts. The research aims to inform long-term improvements in learning outcomes, incorporating employer perspectives on responsible AI use and developing cross-sector frameworks that balance innovation with ethical standards. By aligning educational AI practices with industry needs, institutions can help cultivate an agile, ethical, and future-ready workforce. Results show that AI can improve instructional efficiency and engagement when aligned with learning goals, but challenges include access barriers, steep learning curves, and risks of over-reliance or misinformation. Effective integration requires faculty and student training, institutional support, and safeguards, as demonstrated in controlled custom Generative Pre-trained Transformer (GPT) models.