The role of generative <scp>AI</scp> in collaborative problem‐solving of authentic challenges

Abstract This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond mere tool use. Data sources included pre‐ and post‐surveys, interim reports, submitted artefacts and team workspace logs. Generative AI (GAI) use accounted for nearly half of the demonstrated digital competence instances—particularly in content creation and problem‐solving—highlighting its role in facilitating collaborative, inquiry‐driven learning. Findings reveal that success depended not on computational expertise, but on shared values, diverse skill sets, effective team structures and clear communication. GAI's role evolved with teams' technical backgrounds, dynamically supporting collaborative knowledge building and moving beyond instrumental use to actively shape emerging knowledge building. These insights offer valuable implications for the pedagogical design of learning with and through GAI.