Implementation Challenges of Artificial Intelligence-Empowered Project-Based Learning in Compulsory Education

With the rapid development of generative artificial intelligence, new possibilities have emerged for addressing problems in project-based learning at the compulsory education stage, such as insufficient teacher guidance resources and inadequate personalized support for students. Based on literature research, this paper analyzes the implementation challenges faced by artificial intelligence-empowered project-based learning from the dual perspectives of teachers and students. The study finds that, at the teacher level, there are three types of problems: superficial AI application, generalized technology embedding, and fragmented instructional design. At the student level, there are difficulties such as the substitution of the inquiry process, interference with learning engagement, and compression of the space for collaborative construction. In response to these problems, this paper proposes optimization strategies, including promoting subject-differentiated technical support, designing structured collaborative learning sheets, improving the formative evaluation system, and enhancing teachers’ AI literacy, with a view to providing references for the deep integration of artificial intelligence and project-based learning in compulsory education.