English
GENERATIVE AI AS A SPARRING PARTNER IN PROJECT MANAGEMENT CASES: A FOUR-STAGE ASSESSMENT FRAMEWORK
Journal
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Issue
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Abstract
The article discusses how generative artificial intelligence affects case-based teaching in project management. Since chatbots can write case memos quickly, a written memo may no longer show what a student has understood. Based on a review of the literature, the author proposes a four-stage assessment framework in which AI use is allowed and declared, and the main part of the grade is given for an oral defence with a changed case condition. The framework has not yet been tested and is proposed for a pilot study.
Keywords
AI literacy
academic integrity
case method
generative artificial intelligence
higher education in Uzbekistan.
oral assessment
project management education
Oʻzbekcha
Maqolada generativ sun’iy intellektning loyihalarni boshqarish fanlarida keys asosida o‘qitishga ta’siri ko‘rib chiqiladi. Chat-botlar keys tahlilini tez yoza olgani sababli, yozma ish talaba nimani tushunganini har doim ham ko‘rsatmaydi. Adabiyotlar tahlili asosida muallif sun’iy intellektdan ochiq foydalanishga ruxsat beriladigan to‘rt bosqichli baholash modelini taklif qiladi. Bahoning asosiy qismi keys sharti o‘zgartirilgan og‘zaki himoyaga beriladi. Model hali sinovdan o‘tkazilmagan va pilot tadqiqot uchun taklif etiladi.
O‘zbekiston oliy ta’limi.
akademik halollik
generativ sun’iy intellekt
keys usuli
loyihalarni boshqarish ta’limi
og‘zaki baholash
Русский
В статье рассматривается влияние генеративного искусственного интеллекта на кейсовое обучение в дисциплинах по управлению проектами. Поскольку чат-боты быстро пишут разбор кейса, письменная работа не всегда показывает, что понял студент. На основе обзора литературы автор предлагает четырёхэтапную модель оценивания, в которой использование ИИ разрешено и декларируется, а основная часть оценки приходится на устную защиту с изменённым условием кейса. Модель пока не апробирована и предлагается для пилотного исследования.
ИИ-грамотность
академическая честность
высшее образование Узбекистана.
генеративный искусственный интеллект
кейс-метод
обучение управлению проектами
устное оценивание
1. Decree of the President of the Republic of Uzbekistan No. PF-189 of 22.10.2025 “On additional measures for the further development of artificial intelligence technologies”.
2. Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan. “Sun’iy intellekt savodxonligi” bo‘yicha malaka oshirish kursi o‘tkazildi. 12.03.2026. – URL: https://gov.uz/oz/edu/news/view/142401
3. Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan. Regular board meeting held in Kokand. 02.03.2026. – URL: https://gov.uz/en/edu/news/view/138138
4. Cotton D.R.E., Cotton P.A., Shipway J.R. Chatting and cheating: Ensuring academic integrity in the era of ChatGPT // Innovations in Education and Teaching International. – 2024. – Vol. 61, No. 2. – P. 228–239.
5. Perkins M., Furze L., Roe J., MacVaugh J. The AI Assessment Scale (AIAS): A framework for ethical integration of generative AI in educational assessment // Journal of University Teaching and Learning Practice. – 2024. – Vol. 21, No. 6. – DOI: 10.53761/q3azde36
6. Mollick E.R., Mollick L. Assigning AI: Seven approaches for students, with prompts. – Philadelphia: The Wharton School, University of Pennsylvania, 2023.
7. Sotiriadou P., Logan D., Daly A., Guest R. The role of authentic assessment to preserve academic integrity and promote skill development and employability // Studies in Higher Education. – 2020. – Vol. 45, No. 11. – P. 2132–2148.
8. Flyvbjerg B. What you should know about megaprojects and why: An overview // Project Management Journal. – 2014. – Vol. 45, No. 2. – P. 6–19.
9. Miao F., Holmes W. Guidance for generative AI in education and research. – Paris: UNESCO, 2023.
