| Sumario: | Background: Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking. Objectives: This study introduces PA‐GPT, using ChatGPT as a "virtual peer" in peer assessments to promote active learning and enhance knowledge, higher‐order thinking skills (HOTS), and attitudes—the core of KSA in STEM. Methods: A randomised controlled trial involved 61 first‐year engineering students (43 males, 18 females) from a university in Southern Taiwan enrolled in "Network Embedded Systems and Applications." Participants, all with prior ChatGPT experience but no programming background, were purposively sampled. They were randomly assigned to the experimental group (n = 31) using PA‐GPT or the control group (n = 30) using traditional ChatGPT. Over 8 weeks, data were collected using pre‐ and post‐tests: a knowledge construction test (20 items, α = 0.85); a HOTS scale (α = 0.78–0.83) measuring critical thinking, problem‐solving, and creativity; and the S‐STEM questionnaire (α >0.80) assessing attitudes towards STEM subjects and 21st‐century learning. ANCOVA analysed the data, controlling for pre‐test scores, and Levene's test checked homogeneity of variances. Results and Conclusions: ANCOVA results showed that PA‐GPT significantly outperformed traditional ChatGPT in enhancing knowledge construction (F = 9.89, p = 0.002), critical thinking (F = 37.00, p < 0.001), problem‐solving (F = 9.40, p = 0.003), creativity (F = 7.22, p = 0.009), and attitudes towards mathematics (F = 25.52, p < 0.001), engineering/technology (F = 16.06, p < 0.001), and 21st‐century learning (F = 26.38, p < 0.001). These findings demonstrate that PA‐GPT effectively addresses challenges in student engagement and HOTS development in STEM education by simulating peer interactions. Peer Assessment with ChatGPT (PA‐GPT) promotes active learning and self‐reflection, potentially revolutionising AI‐assisted education in large class settings. This study provides pioneering evidence for the effectiveness of AI‐driven peer assessment in enhancing comprehensive STEM competencies, offering a promising direction for future educational technology integration. Lay Description: What is currently known about this topic?: ChatGPT is being integrated into Science, Technology, Engineering, and Mathematics (STEM) education to support learning.Over‐reliance on ChatGPT may hinder critical thinking and problem‐solving skills development in students.Peer assessment enhances active learning, higher‐order thinking skills (HOTS), and collaboration in STEM education. What does this paper add?: Introduces Peer Assessment with ChatGPT (PA‐GPT), which employs ChatGPT as a 'virtual peer' in peer assessment activities.PA‐GPT improves students' knowledge construction, HOTS, and attitudes more effectively than traditional ChatGPT methods.The peer assessment process with PA‐GPT mitigates issues of over‐reliance on ChatGPT and fosters comprehensive Knowledge, Skills, and Attitudes (KSA) development. Implications for practice/or policy: PA‐GPT serves as an effective tool to promote active learning and holistic KSA development in STEM education.Educators can integrate PA‐GPT into their teaching practices to enhance student learning, particularly in large class settings or online environments.Policymakers should consider the potential of tools like PA‐GPT for integrating artificial intelligence (AI) in education while simultaneously developing students' critical competencies in 21st‐century.
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