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April 27, 2026Open Access

The Evolution of Assessment in STEM Education Amidst the Generative AI Era: A Systematic Review of Pedagogical Shifts and Academic Integrity

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Authors

SSukmawati NANur Wahidin Ashari

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Overview

Systematic review maps assessment responses in STEM education, highlighting pedagogical changes and integrity issues.

Key Points

  • This review aims to synthesize assessment adaptations in STEM education due to the impact of generative AI technologies.
  • Conducted a systematic literature review following the PRISMA 2020 protocol.
  • Synthesized findings from 52 peer-reviewed articles across STEM disciplines from 2022 to 2026.
  • Applied a seven-criterion quality appraisal adapted from the Mixed Methods Appraisal Tool.
  • Identified three pedagogical response paradigms within the ARIA Framework: AI-Resistance, AI-Incorporated, and AI-Leading.
  • Critiqued the reliability of AI-detection software, particularly for non-native English speakers.
  • Reconceptualized critical thinking into three competencies: AI Output Literacy, Epistemic Autonomy, and Collaborative Orchestration.

Cite This Study

et al. (2026) studied this question.

synapsesocial.com/papers/69eefd9bfede9185760d45ddhttps://doi.org/10.17605/osf.io/dzh37
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Generative AI in Education: Implications for Integrity, Assessment, Literacy, Policy, and Ethics – A Systematic Review2026
  2. 2Designing AI-Resistant Assessments in Higher Education: A Systematic Literature Review2026
  3. 3Generative AI in education: Process-aware pedagogy, assessment integrity, and institutional governance2026 · 1 citations
  4. 4Rethinking assessment in the age of generative AI: A systematic literature review of African higher education2026 · 1 citations
  5. 5Assessment validity in the age of generative artificial intelligence: a critical review2026