Artificial Intelligence (AI) technologies are increasingly transforming the educational landscape by enhancing teaching methodologies and student learning experiences. This research primarily focuses on summarizing these impacts and exploring the integration of AI into educational practices, particularly in the context of updating and improving a Project Management course.

Smart content and personalized learning are at the forefront of AI's impact on education. Fitria (2023) highlights the concept of smart content, which is adaptive and personalized to individual student needs. Onesi-Ozigagun (2024) and Kizilcec (2023) discuss AI-powered adaptive learning platforms that enhance student engagement and learning outcomes. Mills (2023) notes that AI can analyze student data to deliver personalized content and recommendations, ensuring that each student's learning experience is uniquely suited to their needs.

AI's capability to automate assessment processes is a significant area of interest, with Fitria (2023) and Williamson (2024) highlighting AI's role in providing quick and accurate evaluations. Qadir (2023) and Mills (2023) note that automated grading not only saves educators time but also provides timely feedback to students.AI also enhances teaching methods and administrative efficiency. Virtual mentors and assistants are another area where AI has made a significant impact. Fitria (2023) emphasizes that AI tools such as virtual mentors or assistants facilitate interactive communication between teachers and students, assist in sharing materials, and provide feedback on student activities and development.

The research used the Spiral of Inquiry framework to gather baseline data, identify research questions, formulate hypotheses, integrate new AI knowledge, implement Generative AI, evaluate effectiveness, and reflect on outcomes and ethical issues.
This research reflects on using Generative AI to update and change the material for a Project Management course. The material for this second-year Project Management course had become outdated, with examples, content, and class exercises needing updating. Following the Covid pandemic, students expected to attend classes designed to be face-to-face online. The study used Generative AI to help develop asynchronous AI content that could be accessed online.

Generative AI was used to generate class examples and exercises based on the latest projects in New Zealand. The scripts were designed to ensure that examples can be easily updated in the future, maintaining the relevance and accuracy of the course content. Additionally, Generative AI was used to create an online tutor using the course content and class transcriptions to support students with their homework assignments. This AI-driven tutor identified core portions of the class lectures to make these available online and ensured that in-class exercises could be transformed into online exercises, thereby enhancing the flexibility and accessibility of the course.

Furthermore, Generative AI was employed to mark assessments using a rubric, and this information was compared to manual marking. The AI's assessment capabilities were analyzed for accuracy and consistency against traditional grading methods. This comparison aimed to evaluate the potential of AI to provide reliable and objective grading, thereby reducing the workload on educators and ensuring timely feedback to students.

Keywords: Technology, education.