Frontiers in Educational Research, 2025, 8(11); doi: 10.25236/FER.2025.081104.
Zhuo Wang1, Kexin Zhang1, Jiayi Jin2
1School of Materials and Chemistry, University of Shanghai for Science and Technology, Shanghai, 200093, China
2School of Energy and Power Engineering, University of Shanghai for Science and Technology, Shanghai, 200093, China
With the rapid advancement of artificial intelligence (AI) technologies, higher education is undergoing a profound transformation. As a core component of the emerging engineering discipline in materials science, the course, Sustainable Energy Materials (SEM) integrates interdisciplinary knowledge and cutting-edge research, presenting new challenges for teaching innovation. This study, conducted during one semester of the 2024-2025 academic year, proposes an AI‑enhanced instructional framework incorporating intelligent learning assistance, personalized recommendation, and virtual experiment simulation. Through comparative group surveys and quantitative data analysis, significant improvements were observed in students’ learning engagement, knowledge mastery, and innovation competence under the AI‑assisted model (p<0.05). Pearson correlation analysis further revealed strong positive relationships between AI system usage and learning performance (r=0.70–0.85, p<0.001). These findings demonstrate that AI‑driven pedagogical integration can effectively promote active learning and higher‑order cognitive development. The approach provides a feasible pathway for reforming sustainable energy courses, offering valuable insights into data‑driven, student‑centered teaching designs in the context of intelligent education.
Artificial Intelligence; Sustainable Energy Materials; Intelligent Learning Assistance; Teaching Innovation; Higher Education Reform
Zhuo Wang, Kexin Zhang, Jiayi Jin. Exploring the Application of Artificial Intelligence Techniques in Teaching the Sustainable Energy Materials Course. Frontiers in Educational Research (2025), Vol. 8, Issue 11: 28-34. https://doi.org/10.25236/FER.2025.081104.
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