AI-Based Learning Model Integrating Cluster-based and Scientific Approaches to Enhance Future Engineers’ Critical Thinking and ICT Competence
DOI:
https://doi.org/10.16920/jeet/2026/v40is1/26156Keywords:
Artificial Intelligence, Cluster-based Learning, Critical Thinking, Engineering Education, Ict Competence, Scientific Approach.Abstract
The rapid digitalization of engineering education requires future engineers to build technical knowledge and, at the same time, ICT competence, critical thinking, problem-solving ability, and adaptive professional skills. The objective of this study was to assess an AI-based learning model integrating cluster-based and scientific approaches to strengthen these competencies among future engineers. The research used a mixed-methods design. The sample consisted of 448 undergraduate engineering students from three technical universities in Uzbekistan. There were equal numbers of participants in the experimental and control groups. The experimental group received cluster-based and AI-supported instruction, whereas the control group was taught with traditional learning methods. The model emphasized adaptive learning, problem-solving that is relevant to the profession, collaborative knowledge construction, systematic analysis, and competency-based assessment. The experimental group showed an increase in mean ICT competence. The difference was statistically significant (large Cohen’s d effect size). Also, there were recorded improvements in problem-solving accuracy, self-efficacy, and innovativeness capacity. The combination of AI-supported adaptive learning with cluster-based and systematic inquiry could be a powerful framework to promote ICT competence and higher-order professional thinking in engineering education.
Downloads
References
Al Husaeni, D. N., & Rahmat, M. (2023). Computational bibliometric analysis: Can digital transformation improve the quality of Islamic learning? ASEAN Journal of Religion, Education, and Society, 2(2), 123–138.
Amado, J. A., & Digo, G. S. (2026). Developing an artificial intelligence (AI)-guided financial management toolkit: The role of school heads' leadership styles and practices. ASEAN Journal of Economic and Economic Education, 5(1), 35–48.
Davidson, V. C., Maduegbunam, T. O., Odo, J. A., Adony, I. I., Ugwuarua, F. S., & Agbo, C. N. (2026). Integrating artificial intelligence (AI) in mathematics education: Enhancing students’ interest and achievement through adaptive learning systems. ASEAN Journal for Science Education, 5(1), 87–94.
Ernazarov, A. N., Astanova, D. O., Tojiboeva, G. R., Mamajonov, K. A., Kholikov, K. T., Karimova, K. A., & Yuldasheva, T. A. (2025). Developing students' physical and technical abilities through the STEAM approach: Methodology and implementation. ASEAN Journal of Physical Education and Sport Science, 4(1), 17–24.
Ibrahim, A., Bolaji, H. O., & Abdulraheem, A. J. (2025). Accessibility and utilization of artificial intelligence (AI)-based intelligent tutoring systems (ITS) and information and communication technology (ICT) in enhancing biology education. ASEAN Journal for Science Education, 4(2), 93–104.
Julia, J., Smith, R., & Brown, T. (2025). Enhancing self-efficacy and innovation in higher education through training interventions. International Journal of Educational Technology in Higher Education, 22(1), 45–60.
Karmaker, R. (2026). Empowering academic communities through AI literacy: A community service initiative on ChatGPT integration in Bangladesh’s higher education. ASEAN Journal of Community Service and Education, 5(1), 61–72.
Makinde, S. O., Olorunnisola, S. K., & Adeyemi, S. A. (2023). Influence of ICT availability, accessibility, and utilization on agriculture students’ academic performance in universities. ASEAN Journal of Agricultural and Food Engineering, 2(2), 61–70.
Moemeke, C. D., & Alordiah, C. (2026). Biology teachers’ perceptions and observed technological pedagogical content knowledge (TPACK) for teaching genetics: Implications for professional development. ASEAN Journal for Science Education, 5(2), 103–120.
Nugraha, I. S., & Suherdi, D. (2017). Scientific approach: An English learning-teaching (ELT) approach in the 2013 curriculum. Journal of English and Education, 5(2), 120–135.
Rafdhi, A. A., Maulana, H., Luckyardi, S., Soegoto, E. S., Ximmataliyev, D., Wen, G. K., Chochole, T., & Zangana, H. M. (2026). Predictive modelling of electronic materials: A review of deep learning techniques in computer engineering. ASEAN Journal for Science and Engineering in Materials, 5(3), 389–396.
Usarov, J. E., Qahramonovna, R. M., Meyliyeva, M. S., Rustamov, B. K., & Allayorova, S. B. (2025). Development of inclusive learning of students with a social orientation in the environment of an educational cluster based on a competence-based approach. ASEAN Journal of Community and Special Needs Education, 4(1), 87–94.
Villavecencio, R. D., Layno, P. J. S., Tumangday, B. T., Estrella Jr., A. D., Mailla Jr., F. A., Abusama, H. P., Mecida, S. V., & Valdez, D. M. (2025). Utilization of dynamic visualization tools: Enhancing students’ motivation and engagement in biology education. ASEAN Journal for Science Education, 4(2), 65–84.
Yang, F., Chano, J., & Mohamad, B. (2026). Enhancing design thinking through artificial intelligence (AI)-augmented curriculum to support Sustainable Development Goals (SDGs) in Chinese vocational education: A bibliometric and mixed-methods study. ASEAN Journal of Educational Research and Technology, 5(3), 343–360.
Downloads
Published
How to Cite
Issue
Section
Access to login into the old portal (Manuscript Communicator) for Peer Review-
