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The integration of digital technologies in education offers opportunities to foster critical thinking among students. However, their application in fostering critical consciousness remains largely unexplored. This work-in-progress proposes a study to explore the role of Generative Artificial Intelligence (GAI) in promoting critical consciousness, which is the ability to recognize and take action against inequality and injustice, among middle school students. Framed by Constructionism theory, this study will explore designed activities where students will collaboratively use GAI to create meaningful artifacts addressing social issues. Through a curriculum embedded with GAI-driven activities, students will engage in dialogues, collaborative projects, and reflective practices on environmental injustice. The collaboration with GAI will result in the co-creation of artifacts. Qualitative methods centering on reflective interviews will shed light on students' collaborative co-creative processes to understand how these experiences influence their perspectives and critical thinking abilities.
Behboudi et al. (Thu,) studied this question.