Characteristics of a Collaborative Educational Activity for Ethical AI Use in Food Biotechnology: An Approach Based on Emotions and Disciplinary Learning
Academic Article in Scopus
This study aimed to identify emotional responses, perceptions of utility, and ethical reflections associated with the use of artificial intelligence (AI) in a biotechnology course for undergraduate students at Tecnologico de Monterrey. Through a collaborative activity, 28 students explored AI tools to design visual and procedural prototypes of plant-based food products. Their work was compared with manually developed prototypes and followed by reflective analysis. The results revealed five key thematic categories: AI as a support tool, current limitations, human vs. AI comparison, ethical/emotional reflection, and future potential. Emotional responses were also classified, showing dominant feelings of curiosity, enthusiasm, and awe (10-22), alongside lower frequencies of fear and frustration (5-7). Students largely viewed AI as a complementary aid that enhances efficiency, while affirming the irreplaceable value of human creativity and judgment. The activity promoted critical thinking, ethical awareness, and emotional engagement, offering valuable insights for designing STEAM education strategies. Integrating AI meaningfully into biotechnology education can empower students to become reflective, skilled professionals capable of navigating the opportunities and challenges of emerging technologies in food innovation.
