Year: 2025
Type: conference-paper
Study design: Observational Study
Abstract: Artificial intelligence (AI) has played a growing role in geotechnical engineering, evolving from early applications in material modeling and data interpretation to modern generative AI (GenAI) systems capable of automating workflows and enhancing education.The integration of GenAI in geotechnical engineering education presents both opportunities and challenges.While recent studies highlight GenAI's potential in problem-solving, instructional support, and professional practice, concerns remain regarding its reliability, impact on cognitive development, and implications for faculty roles.This study examines faculty perspectives on GenAI adoption in geotechnical education, focusing on their familiarity with AI tools, institutional policies, and its influence on teaching and assessment.A survey of academics from various institutions worldwide revealed varying levels of engagement, with 92% of respondents currently not using GenAI in teaching but showing openness to future integration.Faculty concerns include over-reliance on AI for learning, the need for evolving assessment methods, and the accuracy of AI-generated content.Despite these challenges, 81% of respondents recommended or strongly recommended GenAI to their academic peers.Findings suggest that GenAI should be integrated as a complementary tool rather than a replacement for traditional teaching methods, with clear institutional policies and training initiatives to support responsible use.As AI technologies continue to evolve, fostering AI literacy among educators will be essential to maximize its benefits while mitigating risks to academic integrity and cognitive development.
Institutions: Arizona State University, Université Libre de Bruxelles
Language: French
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7167999948