Proof-of-concept study demonstrates synthetic dialogue partners facilitate experiential learning, suggesting generative AI helps students move beyond religious stereotypes.
This article presents a proof-of-concept study on the use of generative AI–based chatbots as synthetic dialogue partners in non-confessional religious education (RE) in Swedish public schools. Addressing the challenge of representing religious diversity without reinforcing stereotypes, the study introduces IRIS (Interactive Religious Identity Simulator), a customizable chatbot designed to simulate diverse religious and non-religious personas. Drawing on theories of cognitive learning and mediated intergroup contact, the article outlines the theoretical foundations, technical construction, and exploratory test cases of IRIS. The findings suggest that AI-mediated dialogue has potential to engage pupils in experimental learning that guides them beyond religious stereotypes.
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Visuri et al. (2026) studied this question.
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