Abstract
As an important specialized extension course for undergraduate students who major in telecommunication engineering, the Project Management (PM) course is vital for the students to meet the requirements for engineering practice and project management skills in their future career. The course is rich in content, but with limited class time. Besides, it is both highly theoretical and practical. Lack of effective practice opportunities for students is the biggest challenge that is difficult to overcome in the traditional teaching background. Therefore, we integrate Artificial Intelligence (AI) into the teaching process of PM to overcome the challenge and promote teaching effects by providing students with virtual practice opportunities of project management. The integration of AI into PM courses offers personalized instructions, dynamic content recommendations, tailored project simulations, case-based learning, automated assessment and real-time feedback. AI facilitates the theoretical learning process and improves the learning efficiency of students. Furthermore, AI provides diverse virtual project environments tailored for students to practice their PM skills. Moreover, AI can take some virtual roles in a project and interact with students. With the aid of AI, more opportunities are available for students to develop their problem-solving skills in projects and to enhance their project management skills. Besides, AI can give some hints or provide suggestions when students are faced with some dilemmas in the virtual projects. There are usually several ways to solve a problem and each solution has its own advantages and disadvantages. Then, discussions among teachers and students are initiated to decide which solution is better. During the process, the horizons of students are broadened and their skills in PM, even their overall competencies, are gradually developed. Thus, by integrating AI into the teaching process of PM, teachers are able to offer more effective virtual practice opportunities to students, effectively conquering the biggest challenge of the course. In the end, it is emphasized that each of us is supposed to realize the limitations of AI and avoid over-reliance on it.
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Published in
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Education Journal (Volume 14, Issue 4)
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DOI
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10.11648/j.edu.20251404.15
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Page(s)
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198-203 |
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Creative Commons
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This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
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Copyright
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Copyright © The Author(s), 2025. Published by Science Publishing Group
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Keywords
Project Management, AI-empowered, Teaching Reform
1. Introduction
The Project Management (PM) course is one of the specialized extension courses for undergraduate students who major in telecommunication engineering. The main goal of this course is to enable students to understand and master the fundamental concepts, principles, and methods of PM, and to apply these skills in telecommunication engineering projects.
Learning PM can equip students with the ability of making plans for their daily studies and life, as well as improve their competitiveness in the workplace after graduation. Mastering this course will significantly enhance students' employability and long-term career development. Project management skills are also essential for meeting the engineering practice and the project management requirements in professional standards. To meet their future career demands, undergraduate students majoring in telecommunication engineering need to acquire knowledge in project management.
The content of PM includes the ten knowledge areas of project management: integration management, scope management, schedule management, cost management, quality management, resource management, communication management, risk management, procurement management and stakeholder management. It also involves the five standardized process groups: initiating, planning, executing, monitoring and controlling, and closing process group
| [1] | Project Management Institute, Inc. A Guide to the Project Management Body of Knowledge (PMBOK Guide). Seventh Edition. Philadelphia, Pennsylvania, United States: Project Management Institute; 2021, pp. 23–29. |
| [2] | Kathy Schwalbe. Information Technology Project Management. Ninth Edition. Boston, United States: Cengage Learning, 2019, pp. 7-15. |
[1, 2]
. PM relates nearly every aspect of a project from inception to completion, with management targets including personnel, materials, finances, time, information, etc. The PM course is rich in content, but with limited class time. It is characterized by both highly theoretical and practical features. Lack of effective practice opportunities for students is the biggest challenge, which is difficult to overcome in the traditional teaching settings.
With the rapid development of information technology, Artificial Intelligence (AI) has been used in many fields
| [3] | Sposato, M. Artificial Intelligence in Educational Leadership: A Comprehensive Taxonomy and Future Directions. International Journal of Educational Technology in Higher Education, 2025, 22, 20. https://doi.org/10.1186/s41239-025-00517-1 |
[3]
. In educational fields, AI is revolutionizing education by transforming teaching methods, personalizing learning pathways, and improving educational efficiency
| [4] | Mousavi, A., Schmidt, M., Squires, V. et al. Assessing the Effectiveness of Student Advice Recommender Agent (SARA): the Case of Automated Personalized Feedback, International Journal of Artificial Intelligence in Education. 2021, 31, 603-621. https://doi.org/10.1007/s40593-020-00210-6 |
| [5] | Zheng, R., Tuyatsetseg, B. Research on Applications of Artificial Intelligence in Education, American Journal of Computer Science and Technology. 2022, 5(2), 72-79. https://doi.org/10.11648/j.ajcst.20220502.17 |
| [6] | Abdulmalik, A. L., Basheer, R. M., Ahmad, M. T., et al. Modified Flipped Learning as an Approach to Mitigate the Adverse Effects of Generative Artificial Intelligence on Education, Education Journal. 2023, 12(4), 136-143. https://doi.org/10.11648/j.edu.20231204.14 |
| [7] | Liu, J., Yuan, H., Lin, X., et al. Teaching Reform of “Telecommunication Electronic Circuits” Based on the Integration of Artificial Intelligence and Human Wisdom, International Journal of Education, Culture and Society. 2025, 10(2), 120-125. https://doi.org/10.11648/j.ijecs.20251002.17 |
[4-7]
. Its integration into classrooms worldwide has introduced new opportunities for educators and students. The Project Management Institute (PMI) also adds AI into their online courses
. They combine AI and project management to make the learning process more practical and effective.
In our teaching practice, we have embedded AI into our PM courses since 2024. The measure has increased student interaction in online courses by 15% compared to 2023. Students are more proactive, with significantly higher participation rates in class discussions. The integration of AI into PM courses is deeply welcome by students. In the autumn of 2025, the AI-Empowered platform will be adopted further in the teaching process of PM.
In the following parts of this article, we present the benefits of AI in teaching generally in Section 2. Then, our AI-empowered teaching practice in PM is introduced in Section 3. Moreover, the importance of human wisdom is emphasized in Section 4. Besides, the challenges and ethical considerations of AI are listed in Section 5. Finally, Section 6 concludes the article.
2. Benefits of AI in Teaching
When AI is fully utilized in teaching, at least the following benefits can be achieved: personalized learning, enhanced engagement and interactive learning
| [9] | Mark, T. Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation, International Journal of Vocational Education and Training Research. 2024, 10(2), 61-69. https://doi.org/10.11648/j.ijvetr.20241002.14 |
| [10] | Yan, S., Xie, Y., Li, W. Research on the Teaching Reform of Signals and Systems Driven by Generative Artificial Intelligence, Advances in Education. 2024, 14(9), 224-230. https://doi.org/10.12677/ae.2024.1491644 |
| [11] | Tencent Network. “Tencent News”. [Internet] Available from: https://news.qq.com/rain/a/20250313A01F5K00 (Accessed 15 April 2025). |
| [12] | Guo, Y., Zhang, C. Research on Personalized Learning of Engineering Mathematical Analysis N Course with the Help of Artificial Intelligence, Advances in Education. 2025, 15(1), 427-433. https://doi.org/10.12677/ae.2025.151063 |
| [13] | Gao, H., Li X. Challenges and Opportunities of College Chinese Course Teaching in the Age of Artificial intelligence, Advances in Education. 2025, 15(4), 53-58. https://doi.org/10.12677/ae.2025.154513 |
| [14] | Sayed, M. H. A., Md, M. I., Mohammad, S. H. The Role of Artificial Intelligence in Shaping Future Education Policies, Education Journal. 2025, 14(1), 32-38. https://doi.org/10.11648/j.edu.20251401.14 |
| [15] | Huang, L., Zhang J., Zhou, N. et al. Application of Artificial Intelligence Technology in Immersion Teaching Reform of Electronic Information Courses, Creative Education Studies. 2024, 12(10), 400-405. https://doi.org/10.12677/ces.2024.1210725 |
[9-15]
, bridged educational gaps, reduced teachers’ workload and improved work efficiency
| [16] | Simone, G. Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings, Educational Sciences, 2023, 13(7): 692. https://doi.org/10.3390/educsci13070692 |
[16]
.
2.1. Personalized Learning and Adaptive Instruction
AI can provide students with a more personalized learning experience by taking a closer look at the strengths and weaknesses of students' learning, as well as their different learning habits. Now, many adaptive learning platforms have added AI technology, and these platforms can automatically adjust the difficulty of learning content, so that the learning content is more suitable for each student's actual situation. Studies have indicated that students using AI tutors achieve higher test pass rates
| [7] | Liu, J., Yuan, H., Lin, X., et al. Teaching Reform of “Telecommunication Electronic Circuits” Based on the Integration of Artificial Intelligence and Human Wisdom, International Journal of Education, Culture and Society. 2025, 10(2), 120-125. https://doi.org/10.11648/j.ijecs.20251002.17 |
[7]
.
2.2. Enhancing Interactive Learning
AI offers immersive and interactive learning experiences through virtual scenarios, playful designs, and AI-assisted simulations. Now with AI technology, teachers can use it to produce a variety of learning materials, which are rich in content, interesting in form and interactive. In this way, students will be more interested in class and more willing to participate. Students will learn more proactively, and the learning effects will be better.
| [12] | Guo, Y., Zhang, C. Research on Personalized Learning of Engineering Mathematical Analysis N Course with the Help of Artificial Intelligence, Advances in Education. 2025, 15(1), 427-433. https://doi.org/10.12677/ae.2025.151063 |
[12]
. Moreover, AI chatbots can provide immediate feedback and keep students motivated and engaged.
2.3. Bridging Educational Gaps and Promoting Equity
By providing high-quality resources to underserved areas, AI enables more access to education. Many students in remote areas can now use AI, such as those learning software on mobile phones, which can answer questions at any time. There are also electronic textbooks made by AI, which can be used by each student, and these textbooks can adjust the content according to each student's situation. Additionally, AI-based translation tools break down language barriers, making education more accessible worldwide.
2.4. Reducing Teachers’ Workload and Enhancing Their Work Efficiency
AI can automate some of the administrative tasks, such as grading, curriculum planning, and attendance tracking, so that teachers can focus more on student engagement and critical thinking development. Tools like AI-generated lesson plans and automated grading systems can greatly improve teachers’ work efficiency and reduce their workload
| [16] | Simone, G. Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings, Educational Sciences, 2023, 13(7): 692. https://doi.org/10.3390/educsci13070692 |
[16]
. Teachers make use of AI for personalized student evaluations and make more time available for one-to-one mentoring.
AI assists educators in enhancing their teaching approaches. UNESCO has developed a framework on AI capabilities for teachers, which describes that AI can help teachers in many aspects, from lesson design to ethical AI use
.
3. AI-Empowered Teaching in Project Management
The integration of AI into PM courses offers personalized learning pathways, dynamic content recommendations, tailored project simulations, case-based learning, automated assessment and real-time feedback. Thus, learning outcomes can be enhanced.
The measures we have taken in the teaching practice of PM are discussed below.
3.1. Personalized Learning Pathways and Dynamic Content Recommendations
Based on the students’ engagement and performance in the learning tasks, supplementary resources, such as articles and videos, are pushed by AI accordingly. Such an effective dynamic way greatly promotes the students’ learning motivation and largely improve their learning efficiency. One of the students said that the dynamic content recommendations in PM driven by AI guided him to learn the PM theoretical components with high efficiency.
During the teaching processes, AI is adopted to analyze students’ strengths and weaknesses in PM learning, and to offer suitable tailored virtual projects and case studies. For example, AI adjusts the complexity of project scenarios according to the actual progress and the learning profiles of students.
3.2. Tailored Project Simulations and Case-Based Learning
3.2.1. Generative AI for Scenario Creation
Teachers can now use AI to produce specialized project case studies, including risk logs, Gantt charts, and stakeholder analyses. That enables students to explore diverse industry backgrounds. The advantage of this is that students can encounter more problems with different scenarios, and in the process of solving the problems, their project management abilities are naturally exercised and improved.
For example, one student asked DeepSeek, “As an experienced project manager, please provide an example of Project Cost Management in a small-scale mobile telecommunication engineering. Scope: Install 5 small cell nodes to enhance coverage in an urban commercial district (0.5 square km area).” DeepSeek then offered the response, which is partly shown in
Figure 1. Students are provided with a virtual project scenario about 5G mobile telecommunication network and the project cost management plan, which enables the students to think further about the plausibility of the AI-generated cost management plan.
Figure 1. Example of DeepSeek generating project scenarios.
3.2.2. Virtual Project Management Assistants
AI is deployed to simulate stakeholder interactions, risk assessment exercises, and agile sprint planning, helping students practice real-world decision-making. Moreover, the roles of AI in a project can be set or changed automatically. AI also gives some hints or provides suggestions when students are faced with some difficulties in the virtual projects.
For example, one student continually asked DeepSeek about the above-mentioned project in
Figure 1, “As an experienced project manager, you are responsible to minimize the risks of the project. What are your strategies for controlling the risks?” DeepSeek then offer some suggestion on risk management, which is partly shown in
Figure 2. Then, discussion on the AI-generated content is initiated among teachers and students. During the process, the corresponding theories on risk management are mentioned and adopted.
Figure 2. Example of DeepSeek acting as a project manager.
There are often multiple solutions to a problem and each solution has its own advantages and disadvantages. Therefore, teachers organize students to discuss together in classroom, so that everyone can compare all possible solutions to see which one is better. During the discussions, students share their ideas with each other, especially on some unfair or biased issues that may exist when AI makes decisions.
Usually, teachers combine in-person case discussions with AI-generated project simulations, ensuring a balance between human mentorship and technology-driven scalability.
3.3. Automated Assessment and Real-Time Feedback
3.3.1. AI-Powered Grading Tools
In the teaching of project management courses, AI technology can automatically help teachers check the tasks and project results submitted by students, such as reports written in normal times or the content of classroom presentations. Then, AI provides detailed feedback on students’ critical PM skills such as scheduling, budgeting, and team coordination. The feedback is useful to teachers and students to better understand the learning situation. The grading tools empowered by AI can significantly improve the teachers’ work efficiency and substantially lower their burden.
3.3.2. Bias Detection in Team Dynamics
In the teamwork of PM, AI analyzes the performance of each member, the peer-reviewed data and the way they usually work together, so as to identify inequities in group work. Through these analysis results given by the AI, the teacher can quickly find those who do not perform well, and then take some measures to help them better participate in the team activities, so that the cooperation of the whole group becomes fairer and more reasonable.
3.4. Faculty Development
Continuous professional development for teachers now incorporates AI-enhanced training. Teachers learn to design well-structured prompts, so that AI can help produce better lesson plans, classroom materials, and test topics. In addition, teachers are also trained on how to use AI to analyze class videos and the feedback given by students. The training also involves the awareness of the possible misinformation generated by AI and the limitations of AI.
There is no doubt that AI is an effective aid, not a substitute for teachers. It is important that teachers and students avoid over-reliance on AI. The intelligence of teachers and students remains irreplaceable.
4. The Importance of Human Intelligence
The wisdom of both teachers and students is vital for the teaching and learning effects of PM. To be more specific, the roles of teachers and students are listed in
Table 1.
With the assistance of AI and the guidance of teachers, students absorb and grasp theoretical knowledge, technical skills, and engineering experiences in project management shared by teachers. During the in-class discussions, students propose ideas, debate perspectives, refine arguments, and brainstorm creative solutions to real-world problems. In the process, the ethical principles and societal responsibilities of students are cultivated.
By activating the intelligence of teachers and students, we establish a dynamic cycle to facilitate knowledge transfer and collaborative innovation. In the process, students are also guided by teachers to deeply think about moral issues, and gradually develop their critical thinking skills.
Table 1. Roles of teachers and students.
Teachers | Students |
knowledge transfer and engineering experience transmission | proactive learning, knowledge acquisition and skill development |
stimulation of discussion, thinking, creation, and innovation | active participation, brainstorming solutions, and collaborative innovation |
thought guidance, values shaping and professional ethics cultivation | reflective analysis, critical thinking, and ethical development |
By building a ‘Teacher Intervention for Struggling Students’ mechanism to identify the students who are struggling with PM learning, teachers can take early steps to help students avoid low academic performance.
In our teaching practice, we have been pursuing effective approaches to arouse the proactiveness of students and fully develop their potentialities, including the suitable utilization of AI tools.
5. Challenges and Ethical Considerations
The emergence of AI has brought us many new opportunities, but it also brings some risks that have not been encountered before. AI does have many benefits, which everyone can see, but it also has some hidden problems and possible harms.
| [18] | Kaufman, D. Logic and Foundations of Artificial Intelligence and Society’s Reactions to Maximize Benefits and Mitigate Harm, Filosofia UNISINOS, 2024, 25(1): 1. https://doi.org/10.4013/fsu.2024.251.10 |
[18]
. Despite its convenience and benefits, the wide application of AI in educational fields has raised concerns about data privacy, algorithmic bias, and over-reliance on technology. It is important for us to realize the risks of AI in the creation of fake content and misinformation
| [19] | Rasim, M. A., Rasim, S. M. About Some Socio-economic Problems and Risks of Artificial Intelligence, International Journal of Science, Technology and Society. 2024, 12(5), 140-150. https://doi.org/10.11648/j.ijsts.20241205.11 |
| [20] | Fahad, M., Basri, T., Hamza, M. A. et al. The Benefits and Risks of Artificial General Intelligence (AGI). In: El Hajjami, S., Kaushik, K., Khan, I. U. (eds) Artificial General Intelligence (AGI) Security. Advanced Technologies and Societal Change. Singapore: Springer; 2025, 27-52. https://doi.org/10.1007/978-981-97-3222-7_2 |
[19, 20]
. Ethical boundaries should be set for AI involvement limits and AI-generated content must be clearly labeled. UNESCO emphasizes the requirements for ethical AI frameworks to ensure responsible use of AI
.
The integration of AI into PM courses offers us virtual scenarios, learning personalization, and efficiency improvements. Now the development of AI technology is particularly fast, and it has become a very important tool in teaching. AI will definitely change the direction of education in the foreseeable future. However, the successful application of AI largely depends on responsible guidance, ethical restrictions and proper utilization.
6. Conclusion
This paper introduces some measures for the teaching reform of PM in telecommunication engineering based on AI technology. AI can provide personalized learning pathways, adaptive content recommendations, automated assessments and instant feedback. Besides, with the assistance of AI, we can design virtual projects with various difficulty levels, which are specially prepared for students, so that students can get personalized training on the project management. Furthermore, we have been training our AI agent to create more suitable virtual project scenarios in telecommunication engineering for certain teaching requirements, in order to overcome the challenge of lacking practical opportunities in PM mentioned at the beginning of this paper. We plan to use the trained AI agent in the following semester.
AI is an effective facilitator, rather than a replacement for teachers. It is important for us to realize the limitations of AI and to avoid over-reliance on it.
Abbreviations
PM | Project Management |
AI | Artificial Intelligence |
PMI | Project Management Institute |
Acknowledgments
The authors are deeply grateful to the reviewers for their invaluable time, thorough assessment, and constructive feedback.
Author Contributions
Jinmei Liu: Conceptualization, Methodology, Writing – original draft, Writing – review & editing
Hua Yuan: Resources, Supervision, Methodology
Xue Lin: Methodology, Investigation
Nianqiang Li: Supervision, Investigation
Data Availability Statement
The data supporting the outcome of this research work has been reported in this manuscript.
Funding
This work is supported by the Teaching Reform Fund of School of Information Science and Engineering, University of Jinan (2022).
Conflicts of Interest
The authors declare no conflicts of interest.
References
| [1] |
Project Management Institute, Inc. A Guide to the Project Management Body of Knowledge (PMBOK Guide). Seventh Edition. Philadelphia, Pennsylvania, United States: Project Management Institute; 2021, pp. 23–29.
|
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Kathy Schwalbe. Information Technology Project Management. Ninth Edition. Boston, United States: Cengage Learning, 2019, pp. 7-15.
|
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Mousavi, A., Schmidt, M., Squires, V. et al. Assessing the Effectiveness of Student Advice Recommender Agent (SARA): the Case of Automated Personalized Feedback, International Journal of Artificial Intelligence in Education. 2021, 31, 603-621.
https://doi.org/10.1007/s40593-020-00210-6
|
| [5] |
Zheng, R., Tuyatsetseg, B. Research on Applications of Artificial Intelligence in Education, American Journal of Computer Science and Technology. 2022, 5(2), 72-79.
https://doi.org/10.11648/j.ajcst.20220502.17
|
| [6] |
Abdulmalik, A. L., Basheer, R. M., Ahmad, M. T., et al. Modified Flipped Learning as an Approach to Mitigate the Adverse Effects of Generative Artificial Intelligence on Education, Education Journal. 2023, 12(4), 136-143.
https://doi.org/10.11648/j.edu.20231204.14
|
| [7] |
Liu, J., Yuan, H., Lin, X., et al. Teaching Reform of “Telecommunication Electronic Circuits” Based on the Integration of Artificial Intelligence and Human Wisdom, International Journal of Education, Culture and Society. 2025, 10(2), 120-125.
https://doi.org/10.11648/j.ijecs.20251002.17
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Project Management Institute, Inc., “Practical Application of Generative AI for Project Managers”. Available from:
https://www.pmi.org/shop/p-/elearning/practical-application-of-generative-ai-for-project-managers/el173 (Accessed 20 June 2025).
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Mark, T. Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation, International Journal of Vocational Education and Training Research. 2024, 10(2), 61-69.
https://doi.org/10.11648/j.ijvetr.20241002.14
|
| [10] |
Yan, S., Xie, Y., Li, W. Research on the Teaching Reform of Signals and Systems Driven by Generative Artificial Intelligence, Advances in Education. 2024, 14(9), 224-230.
https://doi.org/10.12677/ae.2024.1491644
|
| [11] |
Tencent Network. “Tencent News”. [Internet] Available from:
https://news.qq.com/rain/a/20250313A01F5K00 (Accessed 15 April 2025).
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| [12] |
Guo, Y., Zhang, C. Research on Personalized Learning of Engineering Mathematical Analysis N Course with the Help of Artificial Intelligence, Advances in Education. 2025, 15(1), 427-433.
https://doi.org/10.12677/ae.2025.151063
|
| [13] |
Gao, H., Li X. Challenges and Opportunities of College Chinese Course Teaching in the Age of Artificial intelligence, Advances in Education. 2025, 15(4), 53-58.
https://doi.org/10.12677/ae.2025.154513
|
| [14] |
Sayed, M. H. A., Md, M. I., Mohammad, S. H. The Role of Artificial Intelligence in Shaping Future Education Policies, Education Journal. 2025, 14(1), 32-38.
https://doi.org/10.11648/j.edu.20251401.14
|
| [15] |
Huang, L., Zhang J., Zhou, N. et al. Application of Artificial Intelligence Technology in Immersion Teaching Reform of Electronic Information Courses, Creative Education Studies. 2024, 12(10), 400-405.
https://doi.org/10.12677/ces.2024.1210725
|
| [16] |
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|
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Rasim, M. A., Rasim, S. M. About Some Socio-economic Problems and Risks of Artificial Intelligence, International Journal of Science, Technology and Society. 2024, 12(5), 140-150.
https://doi.org/10.11648/j.ijsts.20241205.11
|
| [20] |
Fahad, M., Basri, T., Hamza, M. A. et al. The Benefits and Risks of Artificial General Intelligence (AGI). In: El Hajjami, S., Kaushik, K., Khan, I. U. (eds) Artificial General Intelligence (AGI) Security. Advanced Technologies and Societal Change. Singapore: Springer; 2025, 27-52.
https://doi.org/10.1007/978-981-97-3222-7_2
|
Cite This Article
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APA Style
Jinmei, L., Hua, Y., Xue, L., Nianqiang, L. (2025). AI-empowered Teaching Reform of Project Management in Telecommunication Engineering. Education Journal, 14(4), 198-203. https://doi.org/10.11648/j.edu.20251404.15
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Jinmei, L.; Hua, Y.; Xue, L.; Nianqiang, L. AI-empowered Teaching Reform of Project Management in Telecommunication Engineering. Educ. J. 2025, 14(4), 198-203. doi: 10.11648/j.edu.20251404.15
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Jinmei L, Hua Y, Xue L, Nianqiang L. AI-empowered Teaching Reform of Project Management in Telecommunication Engineering. Educ J. 2025;14(4):198-203. doi: 10.11648/j.edu.20251404.15
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@article{10.11648/j.edu.20251404.15,
author = {Liu Jinmei and Yuan Hua and Lin Xue and Li Nianqiang},
title = {AI-empowered Teaching Reform of Project Management in Telecommunication Engineering
},
journal = {Education Journal},
volume = {14},
number = {4},
pages = {198-203},
doi = {10.11648/j.edu.20251404.15},
url = {https://doi.org/10.11648/j.edu.20251404.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251404.15},
abstract = {As an important specialized extension course for undergraduate students who major in telecommunication engineering, the Project Management (PM) course is vital for the students to meet the requirements for engineering practice and project management skills in their future career. The course is rich in content, but with limited class time. Besides, it is both highly theoretical and practical. Lack of effective practice opportunities for students is the biggest challenge that is difficult to overcome in the traditional teaching background. Therefore, we integrate Artificial Intelligence (AI) into the teaching process of PM to overcome the challenge and promote teaching effects by providing students with virtual practice opportunities of project management. The integration of AI into PM courses offers personalized instructions, dynamic content recommendations, tailored project simulations, case-based learning, automated assessment and real-time feedback. AI facilitates the theoretical learning process and improves the learning efficiency of students. Furthermore, AI provides diverse virtual project environments tailored for students to practice their PM skills. Moreover, AI can take some virtual roles in a project and interact with students. With the aid of AI, more opportunities are available for students to develop their problem-solving skills in projects and to enhance their project management skills. Besides, AI can give some hints or provide suggestions when students are faced with some dilemmas in the virtual projects. There are usually several ways to solve a problem and each solution has its own advantages and disadvantages. Then, discussions among teachers and students are initiated to decide which solution is better. During the process, the horizons of students are broadened and their skills in PM, even their overall competencies, are gradually developed. Thus, by integrating AI into the teaching process of PM, teachers are able to offer more effective virtual practice opportunities to students, effectively conquering the biggest challenge of the course. In the end, it is emphasized that each of us is supposed to realize the limitations of AI and avoid over-reliance on it. },
year = {2025}
}
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TY - JOUR
T1 - AI-empowered Teaching Reform of Project Management in Telecommunication Engineering
AU - Liu Jinmei
AU - Yuan Hua
AU - Lin Xue
AU - Li Nianqiang
Y1 - 2025/07/15
PY - 2025
N1 - https://doi.org/10.11648/j.edu.20251404.15
DO - 10.11648/j.edu.20251404.15
T2 - Education Journal
JF - Education Journal
JO - Education Journal
SP - 198
EP - 203
PB - Science Publishing Group
SN - 2327-2619
UR - https://doi.org/10.11648/j.edu.20251404.15
AB - As an important specialized extension course for undergraduate students who major in telecommunication engineering, the Project Management (PM) course is vital for the students to meet the requirements for engineering practice and project management skills in their future career. The course is rich in content, but with limited class time. Besides, it is both highly theoretical and practical. Lack of effective practice opportunities for students is the biggest challenge that is difficult to overcome in the traditional teaching background. Therefore, we integrate Artificial Intelligence (AI) into the teaching process of PM to overcome the challenge and promote teaching effects by providing students with virtual practice opportunities of project management. The integration of AI into PM courses offers personalized instructions, dynamic content recommendations, tailored project simulations, case-based learning, automated assessment and real-time feedback. AI facilitates the theoretical learning process and improves the learning efficiency of students. Furthermore, AI provides diverse virtual project environments tailored for students to practice their PM skills. Moreover, AI can take some virtual roles in a project and interact with students. With the aid of AI, more opportunities are available for students to develop their problem-solving skills in projects and to enhance their project management skills. Besides, AI can give some hints or provide suggestions when students are faced with some dilemmas in the virtual projects. There are usually several ways to solve a problem and each solution has its own advantages and disadvantages. Then, discussions among teachers and students are initiated to decide which solution is better. During the process, the horizons of students are broadened and their skills in PM, even their overall competencies, are gradually developed. Thus, by integrating AI into the teaching process of PM, teachers are able to offer more effective virtual practice opportunities to students, effectively conquering the biggest challenge of the course. In the end, it is emphasized that each of us is supposed to realize the limitations of AI and avoid over-reliance on it.
VL - 14
IS - 4
ER -
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