Developing an Artificial Intelligence Applications Course for Liberal Arts Students in Vocational Universities: A Case Study of Shenzhen Polytechnic University
DOI:
https://doi.org/10.6918/IJOSSER.202412_7(12).0038Keywords:
Artificial Intelligence Applications, Liberal Arts, Interdisciplinary.Abstract
With the rapid advancement of artificial intelligence (AI), it has become a driving force for innovation across various sectors. AI not only impacts technological domains but also brings new opportunities and challenges to industries such as finance, healthcare, and education. Recognizing the challenges faced by liberal arts students in AI education, Shenzhen Polytechnic University developed and launched the course "Artificial Intelligence Applications for Liberal Arts" in 2022. This interdisciplinary course is structured around four thematic modules designed to enhance students' understanding and applications of AI technologies. Moreover, the course integrates popular AI platforms and tools to strengthen students’ hands-on experience, aligning with the Applications-oriented design principle. Each project incorporates a question-based, progressive learning pathway, guiding students step by step from foundational understanding to practical AI applications. Over four semesters, the course has significantly enhanced students' understanding of AI technologies and cultivated interdisciplinary and critical thinking abilities. Students completed high-quality projects integrating AI with their respective fields and achieved success in various competitions, receiving numerous awards. The design and implementation of this course provide valuable insights for future AI course development in liberal arts education. It demonstrates that, with appropriate content and teaching strategies, liberal arts students can effectively acquire and apply AI skills, enhancing their competitiveness in an AI-driven society.
Downloads
References
[1] Erik, Brynjolfsson, and Mcafee Andrew. "The business of artificial intelligence: What it can—And cannot—Do for your organization." Harvard Business Review Digital Articles 7 (2017): 3-11.
[2] World Economic Forum. (2020). The Future of Jobs Report 2020. https://www.weforum.org/publications/the-future-of-jobs-report-2020/
[3] UNESCO. (2019). Artificial intelligence in education, https://www.unesco.org/en/digital-education/artificial-intelligence
[4] Tong, Y. "Integration of Artificial Intelligence into The General Education Curriculum: Importance, Approaches, Challenges, and A Conceptual Framework For Liberal Arts Universities." Inted2024 Proceedings. Iated, 2024.
[5] Hornberger, Marie, Arne Bewersdorff, and Claudia Nerdel. "What do university students know about Artificial Intelligence? Development and validation of an AI literacy test." Computers and Education: Artificial Intelligence 5 (2023): 100165.
[6] Zhang Z, Yamamoto T, Nakajima K. Development of Education Curriculum in the Data Science Area for a Liberal Arts University[C],IFIP World Conference on Computers in Education. Springer Nature Switzerland, 2022: 349-360.
[7] Park, So Hyun, and Eung Kyo Suh. "A Research on Curriculum Design for Artificial Intelligence Liberal Arts Education by Major Category: Focusing on the Case of D University." The Journal of Information Systems 30.3 (2021): 177-199.(In Korean)
[8] Locke, Edwin A. "Self-efficacy: The exercise of control." Personnel psychology 50.3 (1997): 801.
[9] Mohamed Zabri, Shafie, Yaaqub Mohammad Abakar, and Kamilah Ahmad. "Exploring the acceptance of online learning among students in technical and non-technical programmes at a higher education institution." Cogent Education 10.2 (2023): 2284552.
[10] Ertmer, Peggy A., and Timothy J. Newby. "Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective." Performance improvement quarterly 6.4 (1993): 50-72.
[11] Mayer, Richard E. "Multimedia learning." Psychology of learning and motivation. Vol. 41. Academic Press, 2002. 85-139.
[12] Jonassen, David H., and Lucia Rohrer-Murphy. "Activity theory as a framework for designing constructivist learning environments." Educational technology research and development 47.1 (1999): 61-79.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Science and Education Research

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.