# Teamwork Conflict Management Training and Conflict Resolution Practice via Large Language Models
## 4 Conflict Management Training and Practice
### Operationalizing Transformative Learning Pedagogy
#### 4.2.2 Step 2: Practice
Furthermore, the use of AI in education should be considered a supplement to, rather than a replacement for, human instruction and interaction [82; 84]. Overreliance on technology risks diminishing the critical role of human judgment, empathy, and contextual understanding in conflict resolution [85]. Issues of access and equity must also be considered. While LLMs offer exciting possibilities for scalable, personalized learning, not all students may have reliable access to the necessary technology [86]. Educators should ensure that all participants have access to the required resources, such as computer labs, to utilize the LLM platform effectively. Ultimately, the responsible use of AI in conflict resolution training requires ongoing critical reflection, a commitment to transparency and fairness, and a recognition of the importance of human wisdom and judgment. As researchers and educators continue to explore the possibilities of these technologies, it is advised to be mindful of these limitations and work diligently to ensure that the integration of AI does not exacerbate existing educational disparities. ## 8 Conclusions, Limitations and Future Work

This study implemented a conflict management training approach guided by principles of transformative learning. The training involved a three-step procedure consisting of a learning phase, a practice phase, enabled by an LLM, and a reflection phase. The findings indicate that the majority of students (65%) significantly increased in confidence in managing conflict by demonstrating collaborative, compromising, and accommodative approaches. About a quarter of the students (26%) slightly increased in confidence using collaborative and accommodative approaches, while 9% reported no increase in confidence as they were already confident in applying collaborative approaches. The most frequently used strategies for managing conflict were identifying the root cause of the problem, actively listening, and being specific and objective in explaining concerns. These findings suggest that the transformative learning approach combining training, practice with an LLM, and reflection was effective in building students' confidence and equipping them with practical conflict management strategies. However, this study had some limitations that should be acknowledged. First, the sample size was relatively small, with only 46 usable observations. However, the study was conducted in an authentic classroom setting where students worked in teams on real projects, and the class size was comparable to other classes, enhancing the external validity of the findings. As a result, the outcomes of this study are likely to be generalizable to similar practical situations in higher STEM education, and can be translated into other educational contexts where teamwork and collaboration are emphasized. Second, it was not possible to measure whether students transferred the skills demonstrated in the training to their real-life project experiences. Anecdotal evidence from the course instructor suggests that at least two out of thirteen teams approached her requesting mediation, but by the end of the semester, teams reported good teamwork experiences and progress. Future research could incorporate more direct measures of skill transfer, such as observations of team interactions or project outcomes. Third, the study did not include a control condition due to the naturalistic nature of the research within a working classroom setting. It was deemed necessary that all students should equally benefit from the experience. Future studies could employ quasi-experimental designs to compare the effectiveness of the transformative learning approach to other training methods. Despite these limitations, this study makes important contributions to the literature on conflict management training in higher STEM education. It demonstrates the potential of LLMs as a tool for providing immersive, personalized practice opportunities.