The integration of Generative Artificial Intelligence (AI) into university classrooms offers significant potential to enhance active learning processes. However, its meaningful application within established pedagogical frameworks remains an open challenge. This abstract presents the design and conceptual framework of the first cycle of an educational innovation project that aims to combine Generative AI with Project-Based Learning (PBL) through Educational Action Research. The project is being developed by a multidisciplinary academic team across several undergraduate and master's programs in fields such as business, education, political science and actuarial science.

In this initial phase, the project adopts a qualitative, exploratory approach with a strong emphasis on the review and analysis of current literature and best practices. The primary objective is to critically examine how the synergy between Generative AI and PBL can foster more inclusive, collaborative and meaningful learning experiences. Special attention is given to the alignment of PBL activities with the Sustainable Development Goals, the development of emotional awareness in students, and the acquisition of competencies that are transferable to real-world contexts.

The first cycle focuses on six specific goals:
(1) designing interdisciplinary PBL projects that integrate Generative AI and address real-world challenges;
(2) preparing the implementation of these experiences in various academic programs;
(3) outlining strategies to evaluate the emotional impact of such experiences on students;
(4) identifying appropriate tools to assess the influence on learning outcomes;
(5) generating lessons learned that will inform the second cycle of the project; and
(6) planning dissemination strategies for the results of this initial phase.

Prior to the implementation of any PBL-based learning strategies, a set of exploratory questionnaires and self-assessment tools will be designed and proposed to gather initial insights into students’ emotional expectations, digital readiness and collaborative attitudes. These instruments will serve as a baseline for evaluating the impact of the proposed interventions. All questionnaires will be annexed to the final report and will comply with the ethical standards and academic integrity policies established by the university to which the project team belongs.

Although this first cycle focuses on designing and preparing pedagogical interventions, it also lays the foundation for the second cycle, which will explore in greater depth the ethical dimensions of AI integration in higher education. This will include critical reflection on digital responsibility, fairness, and the inclusive use of emerging technologies in the classroom.

Keywords: Generative Artificial Intelligence, Project-Based Learning, Educational Action Research, Interdisciplinary Teaching, Higher Education, Emotional Impact, Sustainable Development Goals, Digital Ethics, Pedagogical Innovation.