Solving exercises is a crucial part in STEM education. We investigate different practical questions that arise in this context: Should solutions to exercises be provided to students? If yes, should they be handed out simultaneously with the exercises, or with a delay? And how does the rise of generative artificial intelligence impact these decisions? To address these questions, interviews with university teachers were conducted. The interview results are analysed and discussed by putting the individual experiences of the teachers into the context of educational theory. Based on this discussion, a practical proposal for undergraduate STEM courses is put forward, aiming to strike a balance between promotion of struggle, and provision of valuable feedback.
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