Can generative AI be used in school project development?

This article explores the role of generative artificial intelligence (GenAI) in education within the framework of project-based learning (PBL), focusing on its practical application at Uwekind International School. While theoretical discussions often focus on the general risks of artificial intelligence, this study provides a practical perspective by analyzing how students use AI tools across different phases of their project work to navigate the complexities of scientific research and mathematical modeling. The findings demonstrate that when guided by a clear pedagogical structure, artificial intelligence does not replace student effort but rather enables a deeper exploration of complex problems. By analyzing a student-developed project that applies a “Geometric Brownian Motion” model to forecast crude oil prices over a one-year period, the authors illustrate how AI serves as a specialized assistant for high-level data processing and simulation - tasks that exceed the capabilities of traditional classroom technologies. The article concludes with evidence-based recommendations for schools to transition from restrictive AI policies toward an integrated “co-pilot” model that prioritizes human critical thinking, judgment, and informed decision-making.