Enhancing Project Writing with GenAI in Higher Education: A Case Study of Two University Science Courses

This paper discusses the implementation of generative artificial intelligence (GenAI) in project assignments of two university courses. Through analyzing students’ projects written with the assistance of GenAI, the competencies required for effectively applying these technologies for project writing are evaluated. The characteristics and quality of the outcomes are compared to the previous works without using GenAI, which informs the modification of pedagogy and assessment design in STEM courses that incorporate project-based learning.