International Journal of Human Research and Social Science Studies

This study aims to analyze the impact of integrating artificial intelligence (AI) platforms in the project-based learning process (PBL) in primary and lower secondary education in Kosovo. The research was conducted at the lower secondary primary school “Heronjtë e Lumës” in Vermica, Prizren, with a sample of 85 students and 5 teachers. The research employs a mixed-methods approach, combining quantitative methods through structured questionnaires and statistical tests (t-test and Pearson correlation) with qualitative methods through thematic analysis of interviews and evaluation of students' projects by teachers. The quantitative results show statistically significant differences (p < 0.001) in motivation, creativity, collaboration, and technology use between the experimental and control groups, indicating that the use of platforms such as ChatGPT and Canva AI positively impacts student engagement and performance. Thematic analysis of the interviews highlighted four main themes: (1) increasing motivation and engagement, (2) developing creativity and collaboration, (3) transforming the role of the teacher, and (4) the ethical and technical challenges of using AI. In conclusion, the study confirms that the integration of artificial intelligence into PBL fosters 21st-century competencies, including critical thinking, creativity, and collaboration, while transforming the traditional teaching approach towards a more personalized, collaborative, and innovative environment. However, the success of this integration requires institutional support, ongoing teacher training, and the implementation of ethical policies for the responsible use of AI in education.

Artificial Intelligence, digital innovation, project-based learning, students, learning.

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