The use of artificial intelligence in STEM communication-intensive courses and its impact on science identity

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.