Strategically employ AI tools, including chatbots, within active learning methodologies such as problem-based learning, flipped classrooms, and virtual labs¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review recommends that AI tools including chatbots be "strategically employed in active learning methodologies, such as problem-based learning, flipped classrooms, and online learning". In PBL, small groups tackle real cases in genetics, ecology, or biomedical research while interpreting AI-generated suggestions; in virtual labs such as Labster, AI-based feedback flags improbable methods or unexpected results; educators structure reflective checkpoints where learners articulate reasoning and evaluate AI-generated insights. Chatbots can scaffold genetics data analysis, ecology modeling, and lab protocols such as cell culture or PCR.

Design Implications¶

Context¶

Requirements¶

• Educators must effectively use the tools with guided reflection and collaborative projects, and embed transparent rubrics highlighting potential biases or missing perspectives

Constraints¶

• Students must frequently evaluate algorithmic outputs and their ethical implications rather than simply accepting them at face value

Target Learners¶

• undergraduate biological sciences students

Target Learning Goals¶

• critical thinking, evidence-based reasoning, collaborative problem-solving, and critical evaluation of AI outputs

Related Strategies¶

• Use asynchronous AI tutoring for students' first engagement with challenging material, reserving class time for higher-order skills
• Virtual Flipped Classroom
• Introduce prompt-engineering training before students use Gen AI for structured self-study techniques

Examples¶

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Key Sources¶

• Papaneophytou, C.; Nicolaou, S.A. (2025). Promoting Critical Thinking in Biological Sciences in the Era of Artificial Intelligence: The Role of Higher Education. Trends High. Educ. 2025, 4, 24. https://doi.org/10.3390/higheredu4020024