The proposal reveals that dialogic interaction with generative AI enhances critical thinking in learners, indicating its role in liberal arts education.
This study explores the dialogic use of generative artificial intelligence in liberal arts education based on Mikhail Bakhtin’s concepts of dialogism and heteroglossia. Rather than positioning generative AI as an authoritative source of correct answers, the study reconceptualizes AI as a dialogic agent that participates in meaning-making processes with learners. To this end, it proposes the AI and Learner’s Dialogic Interaction Model (ALDIM) and develops an instructional model applicable to a university liberal arts course, Social Issues through Film. The findings suggest that dialogic interaction with generative AI can foster learners’ critical thinking, epistemic agency, and self-directed learning by enabling them to critically interpret, negotiate, and reconstruct AI-generated texts within a polyphonic learning environment.
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Hyunshik Ju (2026) studied this question.
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