2025 ASEE Annual Conference & Exposition

The integration of AI tools in engineering education offers a unique opportunity to foster critical thinking and decision-making skills among students. As AI continues to shape industries, it is crucial for future engineers to not only understand how to use these tools but also to develop the critical thinking required to make evidence-based decisions in complex design scenarios. This qualitative study explores how AI facilitates the development of critical thinking within the context of engineering prototype design. In line of this study, our overall research questions are: (a) How do engineering students use AI tools to enhance their critical thinking skills during the engineering design process?, (b) What is the impact of AI-driven decision support on students' ability to evaluate design alternatives and constraints?, and (c) What are students' perceptions of the role of AI in supporting their decision-making process during engineering design tasks? This study includes 25 undergraduate engineering students and all participants are purposefully selected based on their experience with design tasks and their willingness to incorporate AI tools into their problem-solving processes. The selection process will ensure diversity in terms of academic performance and familiarity with AI. Following the design tasks, students are asked to maintain reflective journals, documenting their experiences, challenges, and how AI influenced their critical thinking and decision-making processes. In addition, interviews are conducted to delve deeper into their perceptions and use of AI in evaluating design alternatives and constraints. Case-study approach is employed, with students tasked to complete a series of engineering prototype design activities using AI tools such as generative design software and AI-based decision support systems. While the data collection is still in progress, the collected data from reflective journals and interviews will be analyzed using thematic analysis, focusing on themes such as critical thinking, decision-making, and AI-supported problem-solving. As potential expected outcomes, students who use AI tools might demonstrate enhanced critical thinking skills, particularly in evaluating design constraints, making evidence-based decisions, and exploring alternative design solutions. Students are likely to perceive AI as a valuable support tool for decision-making but may also identify limitations regarding over-reliance on AI. The findings will provide insights into how AI can be used effectively in engineering education to develop critical thinking skills and offer practical recommendations for incorporating AI into engineering design curricula.