The integration of artificial intelligence (AI) tools in higher education is increasingly reshaping the learning experience by providing automated support, improving accessibility to information, and enhancing student engagement. This study presents the implementation of a chatbot designed to assist engineering students in the subject of Project Management across three degree programs: Mechanical Engineering, Electrical Engineering, and Electronic and Automatic Engineering. The chatbot aimed to support students by addressing administrative matters (exam dates, exam format, office hours, faculty contacts) and answering common content-related inquiries.

At the end of the academic term, a survey was conducted to evaluate students' experiences and perceptions regarding the chatbot. The questionnaire included seven Likert-scale questions assessing ease of use, perceived utility, contribution to understanding key concepts, effectiveness in guiding students through the subject, impact on engagement, willingness to recommend, and overall satisfaction. Responses were analyzed to identify differences among the three degree programs and to assess the chatbot's role in facilitating learning and engagement.

Results indicate that students in Mechanical Engineering reported the highest satisfaction and found the chatbot most useful, while those in Electronic and Automatic Engineering expressed lower perceived utility. A possible explanation for these differences could be variations in student expectations, or prior exposure to similar digital tools. Across all programs, the chatbot was rated as highly intuitive and easy to use (mean score above 4 out of 5); however, its effectiveness in improving understanding of key concepts was more moderate (mean score around 3.5). While most students found it particularly useful for resolving administrative questions, its influence on engagement and participation remained limited. The findings suggest that while the chatbot effectively supported administrative and organizational aspects, its role as a learning facilitator requires further refinement.

These insights contribute to the ongoing discussion on AI’s role in education and emphasize the need to tailor technological solutions to diverse student profiles. Future improvements may focus on enhancing chatbot interactivity through adaptive learning strategies, such as personalized content recommendations or interactive problem-solving exercises, to strengthen conceptual understanding and foster deeper engagement in project management education.

Keywords: Chatbot-Assisted Learning, Engineering Education, Project Management.