Acceso usuarios
[1]
;
Kanyarat Sriwisathiyakun
[1]
;
Siririat Petsangsri
[1]
Tailandia
The accelerating digitalization of higher education and the fast integration of artificial intelligence (AI) technologies have heightened the necessity of the pedagogical models that would balance the aspects of digital competence with humanistic and cultural levels. Even though previous studies have explored AI literacy and project-based learning (PBL) in isolation, little research has synthesised AI-based pedagogy and emotional intelligence growth, and contextualised learning, especially in the context of Intangible Cultural Heritage (ICH) music and cultural tourism. To fill this gap, the proposed study involves the development of an AI-based interdisciplinary Project-Based Learning and Subject-Based Deep Learning (PBL-SDBL) teaching model that will help to equip college learners with a higher level of information literacy and emotional intelligence. The study follows the principles of PRISMA, which is a Systematic Literature Review (SLR), and summarizes 16 peer-reviewed articles published between 2015 and 2025 on major academic databases. The results indicate that the PBL-SDBL model facilitated by AI improves higher information literacy and emotional intelligence. PBL reinforced by AI supports critical assessment, ethical thinking, and cooperation, whereas SDBL supports self-control, conceptual and learning structure. They ensure that they spread algorithmic awareness, responsible AI usage, empathy, teamwork, and cultural sensitivity. The paper finds that a redefinition of AI as a cognitive tool, but not an epistemic one, will allow integrating technological innovation, constructivist pedagogy, and cultural sustainability, and this approach can be used to offer a transformative model of holistic higher education development.
