Abstract: The recent developments in artificial intelligence (AI) have introduced transformative tools into the educational landscape, with early signs of its impact on advancing student learning methods and possible outcomes. This paper explores the possible integration of large language models (LLMs) in higher education academic courses, using the popular ChatGPT LLM as a case study in interdisciplinary academic courses. In particular, this paper investigates the potential to advance learning and creativity in interdisciplinary courses and their assessment processes. First, we provide a qualitative review of the state-of-the-art in LLMs and chatbot uses in higher education, highlighting some notable gaps in the literature that motivated this work. Next, the paper explores the application of ChatGPT in interdisciplinary courses, examining how its capabilities can be leveraged to support multi-disciplinary learning and collaboration through several assessment types in interdisciplinary courses. The analysis is used to investigate opportunities for fostering deeper integration of knowledge across fields, with LLMs serving as a versatile tool for enhancing student engagement and understanding. Moreover, the paper investigates the role of LLMs in advancing engagement in creative disciplines, exploring how they can be adapted to stimulate creativity and innovation in educational settings. Unique challenges and opportunities presented by incorporating AI tools into creative processes are considered, and their impact on both students and educators is assessed. An empirical design used in this study included testing ChatGPT with 50 test questions across multiple interdisciplinary courses, with 5 evaluators’ perspectives provided using the Delphi scoring method. Key results obtained showed an overall accuracy rate of 93% and 100% for open-ended and multiple-choice questions, respectively. Such promising results had demonstrated ChatGPT’s potential as a constructive tool for fostering interdisciplinary learning by bridging knowledge gaps and promoting integration of ideas across different courses/domains. Finally, this paper aims to contribute to ongoing discussions about the responsible and effective use of AI in academic environments, while highlighting its potential to reform learning and teaching across disciplines.

Ali Hassan, Omar Tayan, Abdurazzag Almiladi and Adnan Ahmed Abi Sen. “AI-Enabled Assessed Learning from an Interdisciplinary Educational Perspective: An Empirical Case Study Using ChatGPT LLM”. International Journal of Advanced Computer Science and Applications (IJACSA) 16.11 (2025). http://dx.doi.org/10.14569/IJACSA.2025.0161178

@article{Hassan2025,
title = {AI-Enabled Assessed Learning from an Interdisciplinary Educational Perspective: An Empirical Case Study Using ChatGPT LLM},
journal = {International Journal of Advanced Computer Science and Applications},
doi = {10.14569/IJACSA.2025.0161178},
url = {http://dx.doi.org/10.14569/IJACSA.2025.0161178},
year = {2025},
publisher = {The Science and Information Organization},
volume = {16},
number = {11},
author = {Ali Hassan and Omar Tayan and Abdurazzag Almiladi and Adnan Ahmed Abi Sen}
}