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The purpose of this study is to explore how integrating artificial intelligence tools into practical course instruction can enhance metacognitive skills and environmental awareness among art and design students. Using an action research methodology, this study focuses on a practical course that teaches design as part of an art and design curriculum at a university in Henan Province, China. Log records, interviews, and classroom observations were used to gather data. The research investigates the teaching paradigm of employing artificial intelligence technologies to improve students’ environmental awareness. It does this by following the four processes of action research: preparation, action, observation, and reflection. According to the study, integrating AI tools into all facets of instruction is a dynamic, continuous process. Through the three phases of project-based learning, students gradually increase their understanding of the environment, develop their environmental skills, and foster the formation of environmental attitudes. The results imply that artificial intelligence enhanced instructional designs can support students in more effectively integrating a range of components, expressing themselves creatively, and using digital technologies. It can also help students gain a deeper understanding of environmental issues and the significance of sustainable development, which raises their cognitive level of environmental awareness.
Yang Yang (Tue,) studied this question.