Innovation Project I: Chat Copilot – Training and Practice for University Teachers and Students Across Disciplines (Interdisciplinary Approach) 2024–2025.

                                              Source: Image generated by Chat Copilot (2025)

 

 The Innovation teaching Project “Across Disciplines with Chat Copilot” aims to train faculty and students in the use of prompts to leverage this tool for educational purposes. In addition, several active methodologies and other ICT resources will be employed. The University of Huelva has acquired a Chat Copilot license for educational use, and the goal is for instructors—through complex programming and advanced technology—to create interdisciplinary educational practices that benefit students and help them develop essential skills.

Microsoft Copilot, a Generative Artificial Intelligence (GAI) tool, enhances creativity and efficiency for both professors and university students. Furthermore, this strategic expansion is expected to prepare students for a professional future supported by GAI. Prompts—specific instructions for AI tools—are essential in education to guide generative language models and deliver relevant content.
Interdisciplinarity in higher education offers significant benefits for university students. By combining knowledge from different fields, students gain deeper understanding and stimulate creativity. Additionally, tackling complex problems develops analytical skills and fosters broad critical thinking. Interdisciplinarity also raises awareness of globalization and prepares students to address global challenges. Faculty members, by collaborating with colleagues from other areas, enrich their teaching and provide students with an updated perspective.

This project began in October 2024 and concluded in October 2025 at the University of Huelva (Spain). I led this project, coordinating other academics: Samir Assaleh, Anna I. Cislowska, José A. Hernández-Torres, and J. Francisco Alfonso-Jaramillo. We have been awarded another innovation project with a similar theme for 2025–2026, which expands on this initial project by delving deeper into an emerging variable.

The results include several open-access publications produced by the project team, both scientific research and dissemination (knowledge transfer). You can access these works through the provided links, as they are openly available. Below, we break them down along with impact and dissemination indicators:

Table 1. Output and Impact of the Innovation Project.

 

Authors	Topic	Journal / Conference / Dissemination Medium	Impact / Availability	Status
Beatriz Peña Acuña	AI Enhances X and Instagram	Scientific Journal Visual Review Peña-Acuña, B. (2025). New Visual Narratives and Storytelling on X and Instagram: Systematic Review. VISUAL REVIEW. International Visual Culture Review, 17(4), 215–228. DOI: https://doi.org/10.62161/revvisual.v17.5883 [Full text link](https://visualcompublications.es/revVISUAL/article/view/5883/4297)	Open Access. Also in Arias Montano repository / Scopus C1 / Internationalization: English and Spanish versions. Quality indicators: Scopus source: Citescore 0.6, ranking 72%, 184/676 Visual Arts and Performing Arts (2024). Scimago source: Q1 impact 0.17, h5 (2024) Visual Arts and Performing Arts (Arts & Humanities). Visual Review: 663 visits, 422 downloads. ResearchGate: 130 visits; 3 recommendations. Academia.edu: 84 visits. Arias Montano: 10 visits (Spain).	Published in Spanish and English
J. Francisco Alfonso-Jaramillo and PID team	Teaching Experiences Across Disciplines and Interdisciplinary Collaboration	The Conversation: Scientific and Academic Outreach Editorial Title: Beyond Specialization: The Advantages of Collaboration Between Knowledge Areas in Universities [Full text link](https://theconversation.com/mas-alla-de-la-especializacion-las-ventajas-de-la-colaboracion-entre-saberes-en-la-universidad-259757) DOI: https://doi.org/10.64628/AAO.hnww7kkrf	Open Access. Statistics: 496 reads. Media: The Conversation, La Nación (Argentina), Old Reader. International impact: Spain, USA, Colombia, Argentina, Peru, Mexico, France, Poland, UK.	Published in Spanish
Anna I. Cislowska and part of PID team	Augmented Reality in Collaborative Learning	Scientific Journal Linguo Didáctica (University of Huelva Press) Cislowska, A. I., Hernández Torres, J. A., Alfonso-Jaramillo, J. F., & Assaleh Assaleh, M. S. (2025). Augmented Reality in Collaborative Learning: A Systematic Review on Motivation, Interdisciplinary Understanding, and Team Performance. Linguo Didáctica, 6. DOI: https://doi.org/10.33776/EUHU/linguodidactica.v6.9243	Open Access. Quality indicators: Dialnet 2024 C2 Philology; C2 Linguistics; C3 Education. Indexed in Arias Montano, Dialnet, and other international repositories. Present in Google Scholar. Meets CNEAI quality standards for research contributions. Peer-reviewed, ethical policies, gender equality practices, DORA adherence, digital preservation, and dissemination via social media (Twitter, LinkedIn, Facebook).	Published in English
José Antonio Hernández-Torres and PID team	Statistical Study of Interdisciplinary University Intervention (UHU sample)	High-impact Scientific Journal	Open Access	In preparation
J. Francisco Alfonso-Jaramillo and PID team	Reflections on Didactic Implications of PID: Distance University Education and Interdisciplinarity	International Conference Sciencity 2025 (ETSI, UHU) Proceedings online. Title: Distance Education with Interdisciplinary Practices	In editing. In Spanish	In editing