INTEGRATION OF ARTIFICIAL INTELLIGENCE INTO THE TEACHING OF CHEMICAL TECHNOLOGY IN HIGHER EDUCATION: A SYSTEMATIC REVIEW
DOI:
https://doi.org/10.15421/jchemtech.v34i1.344737Keywords:
artificial intelligence, chemical technology, digital twins, machine learning, course projecting, modeling, optimization, adaptive learningAbstract
This article analyzes the strategic importance and practical aspects of incorporating artificial intelligence (AI) technologies into the training of chemical engineering students at higher education institutions. The study is based on a systematic scoping review of scientific publications from 2021 to 2025. Based on these sources, the author identifies six major applications of AI in education: modeling and optimizing technological processes with machine learning, using digital twins and augmented reality, incorporating generative AI into project-based learning, applying adaptive learning systems, enabling automated assessment, supporting academic integrity. The article provides empirical evidence illustrating the effectiveness of these approaches. Researchers report that machine learning methods can increase reactor design productivity by up to 60 %, and over 90 % of students positively evaluate the use of generative AI in project-based learning. The analysis emphasizes the role of digital twins in creating highly realistic and safe environments for developing professional skills, including those necessary for hazardous industrial settings. The author also examines how Ukrainian universities adopt AI amid wartime conditions and restricted access to in-person learning. Virtual laboratories and digital simulators help students compensate for limited access to specialized equipment. The article offers practical recommendations for educators, such as expanding computational infrastructure, utilizing digital simulators, and fostering collaboration with industry professionals. The author also shares their personal experience teaching with AI-driven adaptive learning. The conclusion emphasizes that, while AI can modernize chemical engineering education, it cannot replace critical thinking. Since AI-generated content often contains inaccuracies, students and instructors must carefully verify information. To reduce the risk of academic dishonesty, the author recommends increasing the proportion of in-person and oral assessments.
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