Abstract
This study investigates an innovative educational project aimed at enhancing university students’ critical thinking, collaboration, and communication (3C) skills through the integration of Generative Artificial Intelligence (AI) and Metaverse. Conducted at a Japanese university, the project planned and implemented by five professors from three different faculties of the university brought together students from the three faculties to collaboratively address social issues using cutting-edge digital tools. The research adopted a mixed-methods approach with pre- and post-project surveys and focus group interviews to investigate whether they perceived they had improved the 3C skills. The results of the analysis of the surveys and interviews showed that the students perceived an improvement in their 3C skills. They perceived that they had demonstrated enhanced capabilities in presenting structured arguments, engaging in complex discussions, and delivering impactful presentations. This research underscores the potential of these emerging technologies to prepare students for the demands of the modern workforce by fostering essential skills in problem-solving, teamwork, and digital communication. The findings contribute to the growing body of knowledge on technology-enhanced education, offering valuable implications for educators and policymakers. Future iterations aim to refine instructional approaches, expand international collaboration, and explore the long-term impacts of technology integration on higher education outcomes.
Author Information
Yukie Saito, Chuo University, Japan
Paper Information
Conference: IICE2025
Stream: Design
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
Saito Y. (2025) Enhancing 3C Skills Through Generative AI and Metaverse in Higher Education: An Innovation Project ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 125-135) https://doi.org/10.22492/issn.2189-1036.2025.11
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.11
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