Artificial Intelligence-Assisted Science Learning: Exploring the Development of Inventive Thinking among Higher Education Students
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Abstract
Artificial Intelligence (AI) has emerged as a transformative technology in science education by enhancing learning experiences, supporting inquiry-based instruction, and promoting higher-order thinking skills. Despite its growing integration into educational settings, limited qualitative research has examined how AI-assisted learning influences the development of inventive thinking among higher education students. This study explored how Artificial Intelligence-assisted science learning influences the development of inventive thinking among higher education students. Guided by Constructivist Learning Theory and Social Constructivism, the study employed an exploratory qualitative research design. Twenty-five (25) purposively selected undergraduate students enrolled in science-related programs participated in semi-structured interviews. The collected narratives were analyzed using Reflexive Thematic Analysis. The findings revealed that AI-assisted science learning enhances students' conceptual understanding and provides continuous learning support through immediate feedback and personalized learning experiences. Moreover, AI fosters creative exploration, strengthens scientific problem-solving, stimulates idea generation, and supports the development of innovation skills by encouraging learners to evaluate multiple perspectives and refine scientific solutions. The study concludes that Artificial Intelligence serves as a complementary educational resource that promotes inventive thinking without replacing learners' creativity, critical thinking, or scientific reasoning. The findings highlight the importance of integrating AI-assisted learning into science education through learner-centered and inquiry-based instructional approaches that prepare students for innovation and scientific problem-solving in the digital era..
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