Keywords

AI Literacy, Interdisciplinarity, Higher Education, STEM, HAS, Technology Ethics

Abstract

The growing adoption of generative artificial intelligence (AI) in higher education requires innovative approaches that combine technical and reflective skills. Most academic programs emphasize technical training, leaving aside critical, ethical and social aspects of AI. This study seeks to investigate how the integration between STEM (Science, Technology, Engineering and Mathematics) and HAS (Humanities, Arts and Social Sciences) can strengthen literacy in AI, promoting a more holistic and interdisciplinary teaching. Using an approach to mixed methods, we perform a bibliometric analysis of 100 academic articles (Scopus, Web of Science and Google Scholar), in addition to semi structured interviews with 20 teachers and researchers specialized in STEM, you have generated. The data were statistically analyzed and according to the thematic category, allowing identifying benefits, challenges and strategies for interdisciplinarity in the teaching of AI. The results indicate that interdisciplinary collaboration strengthens transversal skills such as critical thinking, creativity and ethical decision-making, essential for the responsible development of AI. Challenges such as the lack of integrated curricular structures and institutional resistance for the implementation of said educational model were identified. In response, an interdisciplinary model of literacy in AI is proposed, which can guide universities in the training of professionals capable of working in multidisciplinary teams in governance and development of AI.

References

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Received: 2025-01-13 | Reviewed: 2025-04-21 | Accepted: 2025-04-23 | Online First: 2025-07-21 | Published: 2025-07-24

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Prof. Sérgio Silva. (2025). Integrating STEM and HAS for AI Literacy: An Interdisciplinary Model for Higher Education. Comunicar, 33(82). 10.5281/zenodo.15993832

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