Universities are increasingly expected to prepare students to address complex societal challenges, yet opportunities for authentic real-world problem solving (RWPS) remain limited in traditional higher education. This study examines how an interdisciplinary university project integrating Generative AI and Metaverse technologies can foster RWPS competencies. Responding to the need for learning experiences beyond hypothetical tasks, the project engaged students from three faculties in identifying authentic social issues and exploring technology-supported solutions. Using an RWPS framework comprising cognitive, collaborative, creative, and socio-emotional dimensions, the study employed a mixed-methods design that included pre–post questionnaires, focus group interviews, and analysis of final ideathon presentations. Results showed increases in students’ perceived cognitive, collaborative, creative/innovative, and socio-emotional competencies, while qualitative data revealed how they learned to frame complex problems, negotiate interdisciplinary perspectives, generate and refine ideas with AI support, and consider ethical and contextual implications of technology use. Performance evidence from presentation slides demonstrated students’ capacity to propose socially grounded, feasible applications of Generative AI and immersive technologies across issues such as education, aging, tourism, agriculture, and youth wellbeing. The findings indicate that authentic, technology-mediated collaboration can cultivate multidimensional RWPS competence and position emerging technologies as meaningful tools for socially responsible innovation in higher education.

Authors:
Yukie Saito, Chuo University, Japan

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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