Integrating Generative Artificial Intelligence into Activity Desing In Organic Chemistry Education: Students´ Perceptions and Implications

Abstract Book of the 10th International Conference on New Trends in Teaching and Education

Year: 2026

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Integrating Generative Artificial Intelligence into Activity Desing In Organic Chemistry Education: Students´ Perceptions and Implications

Carolina Vargas, Andrés Garcés, Esther M. Sánchez-Carnerero, Luis F. Sánchez-Barba, Marta Navarro

ABSTRACT:

The rapid development of artificial intelligence (AI) is transforming higher education by reshaping learning processes, teaching strategies, and institutional practices. Large Language Models (LLMs) such as ChatGPT, Copilot, and DeepSeek have become influential tools that offer both opportunities and challenges in academic contexts. While AI can enhance autonomous learning, provide immediate feedback, and support personalized educational pathways, its excessive or uncritical use may hinder the development of essential competencies, including critical thinking, problem-solving, and collaborative skills. Moreover, ethical concerns related to bias, privacy, and data protection remain significant and require careful consideration.
This study explores first-year undergraduate students’ perceptions of AI, with particular attention to their awareness of its long-term relevance for professional development rather than its short-term impact on learning outcomes. The research was conducted in a first-year Organic Chemistry course within the Chemical Engineering program at Rey Juan Carlos University. An AI-based learning activity, representing 10% of the final course grade, was designed in three progressive stages: (i) designing effective prompts and critically assessing AI responses, (ii) solving an instructor-designed complex problem using AI and (iii) creating and solving an original complex problem with AI support. Each phase was assessed with a distinct rubric.
To evaluate changes in students’ perceptions, pre- and post-activity surveys using a Likert scale were administered. Preliminary findings show high participation (90%) and strong engagement, with average scores between 7 and 8. Consistent with prior research, results suggest that although students may initially be reluctant to use AI, structured and guided implementation fosters increased confidence and more informed engagement with AI tools.

Keywords: AI Literacy; Critical Thinking; Higher Education; Information Technology; Problem-Solving Skills