ORIGINAL RESEARCH article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1644873
The Use of Artificial Intelligence in STEM Communication-Intensive Courses and its Impact on Science Identity
Provisionally accepted
- Louisiana State University, Baton Rouge, United States
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This original research article focuses on the investigation of the use of generative artificial intelligence (GAI) use among students in communication-intensive STEM courses and how this engagement shapes their scientific communication practices, competencies, confidence, and science identity. Using a mixed-methods approach, patterns were identified in how students perceived their current science identity and use of incorporating artificial intelligence (AI) into writing, oral, and technical tasks. Thematic analysis reveals that students use AI for a range of STEM communication endeavors such as structuring lab reports, brainstorming presentation ideas, and verifying code. While many minoritized students explicitly describe AI as a confidence-boosting, timesaving, and competence-enhancing tool, others -particularly those from privileged backgrounds -downplay its influence, despite evidence of its significant role in their science identity. These results suggest the reframing of science identity as being shaped by technological usage and social contingency. This research illuminates both the potential and pitfalls of AI-use in shaping the next generation of scientists.
Keywords: Generative AI, Education, AI integration, broadening participation, Equity, inclusive teaching, Technology, Ethics JGR: Conceptualization
Received: 11 Jun 2025; Accepted: 06 Aug 2025.
Copyright: © 2025 Garcia Ramos and Wilson-Kennedy. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jennifer Garcia Ramos, Louisiana State University, Baton Rouge, United States
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.