The purpose of this paper is to analyse the use of scenarios generated by Chat GPT based on the prompts and further feedback offered by the author of this paper, who teaches a course in Project Management to students in the Translators and Interpreters programme within the Department of Foreign languages and Communication, which is part of The Faculty of Engineering in Foreign Language of the Technical University of Civil Engineering Bucharest, Romania.

The scenarios are related especially to problem solving, as students are presented with scenarios offering various problematic situations encountered during project management. As an example, they are asked to improve an existing motivation speech given by the project manager or team leader to the team members when faced with the possibility of a project not finishing some or all of its activities in due time. Other scenarios are related to the students being asked to create work breakdown structures (WBS) and Gantt charts for hypothetical projects in various domains, including in domains related to their future fields of activity, e.g. translating, interpreting, and foreign language teaching. Other scenarios students are presented with are related to them creating for companies in their future fields of activity vision and mission statements, or to improve some already given ones.

The theoretical framework consists of the constructivist learning theory, which means that students are involved in problem-solving activities, which allow them to come across realistic issues. By giving them individual, pair, and group activities related to scenarios, they can develop critical thinking and apply the theoretical notions presented during the lectures to a practical situation.Problem-based learning supports the same idea, allowing students to have an active position in the learning process and to be actively involved. Qualitative observation regarding the activities of the students working in class shows how they feel actively engages and how they can pay attention to what they are doing. They enjoy being able to put into practice the theoretical notions they receive in the first part of the course. The students have good results and are preoccupied by the subject of study when they are able to collaborate with colleagues and work in teams, or individually. Otherwise, the abstract notions without examples are not of much interest to them. The conclusions of the study are that translating the abstract notions into concrete situations, even if the scenarios present students with hypothetical and imaginary situations, and even since the projects referred to in the scenarios are not actually put into practice, are a means of prompting students to participate actively in the Project Management classes. The use of artificial intelligence in creating these scenarios was chosen based on the fast rate in which Chat GPT could generate various situations, which could allow students to be face with various realistic prompts. The students can practice, with these scenarios, their ability to consider risks before happening, which is an important aspect in project management. By working in groups or pairs, they also have access to other perspectives, which can only be beneficial. They are also faced with situations where they need to find a compromise based on alternative points of view of team members.

Keywords: WBS, Gantt chart, active engagement, problem solving.