Exploring the integration of generative design in STEM classrooms
Student perceptions and learning experiences
Bibliographic Data
| ID | 22417631 |
|---|---|
| Authors | Juan Zheng (0000-0002-4896-8198, Lehigh University, corresponding author), Shiyi Liu (0000-0001-6139-8380, Lehigh University), Shan Li (0000-0002-3095-3721, Lehigh University), Charles Xie (0000-0002-1178-8361, Institute for the Future) |
| Year | 2026 |
| Volume | 36 |
| Issue | 4 |
| Pages | 1535-1552 |
| Publication date | 2026-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Technology and Design Education (JOURNAL) |
| Journal identifiers | ISSN: 0957-7572 • E-ISSN: 1573-1804 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10798-026-10065-y |
| OpenAlex | W7135227787 |
| Language | EN |
| References cited | 40 |
While K-12 schools are increasingly adopting Artificial Intelligence (AI)-powered learning environments to provide dynamic support and enhance student engagement, the integration of advanced AI applications in specific domains remains uneven. Generative design, an innovative approach in design and engineering that leverages AI and computational power to explore and generate multiple design solutions, has gained traction in the engineering design field. However, integrating generative design into the teaching and learning of engineering design remains a relatively unexplored area. This study introduces an instructional model guiding the integration of generative design into students’ engineering design processes. We validated this model through an AI-powered engineering design curriculum, which involved a total of 109 students from two suburban high schools in the Midwestern United States. Results revealed significant increases in students’ perceived engineering design knowledge, actual engineering design knowledge, and confidence in iterative design. Additionally, students acknowledged the benefits of generative design following their engagement with the curriculum. Nonetheless, concerns emerged regarding the ease of use and students’ comfort levels in utilizing generative design. This study presents implications for STEM research and practice, particularly regarding integrating generative design into K-12 classroom settings for engineering design processes. Furthermore, it offers insights for researchers aiming to optimize AI-powered learning environments.
Engineering design process · Engineering education · Generative Design · Generative grammar · Generative model · Instructional design · Learning Sciences · Perception · Design Education and Practice · Educational Games and Gamification · Teaching and Learning Programming
Ethics of AI in Education
Students’ voices on generative AI
Engineering Design Thinking, Teaching, and Learning
My Teacher Is a Machine
Computer Simulations to Support Science Instruction and Learning
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Profiling self-regulation behaviors in STEM learning of engineering design
Rethinking models of feedback for learning
| Highly cited | No |
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