Empowering Faculty and Students in the Era of AI: A Dialogue-Based Governance Framework in STEM Education, Beatriz García

Beatriz Amante García
Professora agregada del Departament d'Enginyeria de
Projectes i de la Construcció
Secretaria acadèmica de l'INTEXTER
Coordinadora del grupo ENMA
Coordinadora del máster ELTICA
Editora Jefe de JOTSE
c/ Colom 11, Edifici TR5,Planta 2, despatx 2.03
08222 Terrassa (Barcelona)
Spain

DOI: 10.47556/B.OUTLOOK2026.24.1

Abstract

Purpose: This research aims to construct a governance framework that balances human cognitive development with generative AI integration in higher education. It seeks to address the disruptive nature of AI by mapping concerns and piloting sustainable solutions within a technical university context.
Design/Methodology/Approach: The study employs a "Dialogue Space" methodology conducted at the School of Industrial, Aerospace and Audiovisual Engineering of Terrassa (UPC). It involves a qualitative analysis of the concerns and AI usage patterns of both engineering faculty and students to identify correlations and institutional needs.
Findings: Results indicate that while AI poses risks to traditional assessment validity, structured institutional dialogue enables effective integrations such as critical visual analysis and adaptive learning. A significant finding is the disproportionate engagement of women: despite being only 20% of the STEM community, they accounted for 37% of active participation, emerging as a primary driving force for change.
Originality/Value: The study provides a unique bottom-up governance model that directly advances UN SDGs 4 (Quality Education) and 8 (Decent Work and Economic Growth). It demonstrates how transitioning toward critical AI integration ensures that future professionals are equipped to solve complex problems through enduring technological understanding.
Keywords: Generative AI, Higher Education, STEM, Governance Framework, Gender Diversity, Sustainable Development Goals.