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Students Use AI to Rethink Urban Mobility

Students Use AI to Rethink Urban Mobility
An international collaboration funded by the National Science Foundation (NSF) is providing students with practical experience in reimagining urban transportation, while simultaneously prompting critical discussions about the role of artificial intelligence (AI) in education. Associate Professor Suchi Rajendran of Mizzou Engineering has led U.S. students over the past three summers to the Indian Institute of Technology Madras, where they have partnered with local researchers to investigate the feasibility of air taxi services.
Advancing Urban Mobility Through AI and Collaboration
This initiative, part of the NSF’s International Research Experiences for Students (IRES) program, seeks to cultivate a globally engaged workforce equipped with advanced technical expertise. Rajendran and her students concentrated on employing AI and geographic information systems (GIS) to model potential air taxi networks in Bangalore. By integrating data on population density, traffic congestion, public transit hubs, and airspace restrictions, the team developed analytical tools designed to assist city planners in identifying optimal locations for future air taxi infrastructure.
Rajendran emphasized the complementary nature of the collaboration: “While the local team focused on design, we concentrated on operations—essentially developing the ‘nervous system’ of the air taxi network.” Although flying taxis remain a future prospect, she asserted that their arrival is imminent and that cities will require at least a decade to prepare for their integration.
Beyond the technical achievements, the project has fostered adaptability and cross-cultural communication among participating students. Rajendran noted that the experience extends beyond skill acquisition, offering exposure to a demanding startup environment that promotes both personal and professional growth.
Challenges of Integrating AI in Education
Despite the promising applications of AI in urban mobility and education, its integration into academic settings presents challenges. As students increasingly utilize AI tools for assignments and research, concerns have arisen regarding their genuine comprehension of the material versus reliance on technology to complete tasks. Educators worry that excessive dependence on AI may undermine critical thinking and reduce the depth of learning.
The educational sector’s response to AI remains varied. Some institutions, such as Miami-Dade County Public Schools, are experimenting with AI tools while simultaneously establishing guidelines to regulate their use in classrooms. This ongoing debate extends to the future of engineering education, where AI offers powerful new methods for modeling and problem-solving but also raises questions about maintaining students’ core knowledge and analytical skills.
Rajendran’s work exemplifies the dual promise and complexity of integrating AI into higher education. She underscored the necessity for students to balance technological proficiency with foundational understanding, stating, “Air taxis will change how we move through cities. But first, we have to work out the logistics—and that includes how we teach and learn with new technologies.”

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