Learning activities in STEM to sustain curiosity of Gen-Z in an AI-dependent college setting

The emergence of Generative AI (GenAI) programs marks a significant shift in the educational landscape, prompting a re-evaluation of traditional teaching methodologies and curricular frameworks. As education evolves, there is growing emphasis on inquiry-based learning, which prioritizes skills such as questioning, critical thinking, and problem-solving. This article discusses how GenAI sparks curiosity among Gen Z college students, with emphasis on different learning activities applicable in Science, Technology, Engineering, and Mathematics (STEM) programs. College students (n=16) were purposively sampled to be interviewed about their experiences using GenAI and how it impacted their learning processes in STEM classrooms. Findings indicated that curiosity was notable in the educational experiences of STEM college students in GenAI-dependent classrooms, as it drives their exploration, creativity, and motivation to learn. Students exhibited strong curiosity by engaging with real-world challenges and using GenAI tools to seek answers and deepen their understanding of topics. Active learning strategies, including project-based and inquiry-based approaches, remarkably enhance students’ curiosity and engagement, allowing them to apply theoretical knowledge to hands-on activities and stimulate higher-order thinking. Through experiences like lab experiments and discussions about career applications of STEM knowledge, students found abstract concepts more relatable and meaningful, reinforcing their motivation. This paper highlights the need for an active, inquiry-driven learning environment that connects academic pursuits with practical applications, cultivating curiosity and enriching students’ educational experiences.