Artificial intelligence (AI) technologies have seen remarkable advancements in recent years, opening up new possibilities in various fields, including education. This research article explores the potential of sociopolitical stories as an AI-driven way of knowing, leveraging the principles of Creative Commons licensing. By harnessing the power of AI, we seek to enhance students’ understanding of complex sociopolitical issues and empower them to become active participants in shaping a more equitable and inclusive society.
Drawing upon the intersection of AI and education, this study investigates the effectiveness of leveraging Creative Commons-licensed sociopolitical stories to foster critical thinking, empathy, and civic engagement. These stories, created collaboratively by educators, students, and experts, provide a rich context for AI algorithms to analyze and generate personalized learning experiences. Through an interdisciplinary approach, students engage with diverse perspectives, challenging their preconceived notions and gaining a deeper understanding of complex sociopolitical topics.
By using AI, students are exposed to a dynamic learning environment that adapts to their unique needs and preferences. AI algorithms can analyze the narratives, extracting key themes, biases, and nuances, and tailoring the learning experience accordingly. Furthermore, AI-powered chatbots and virtual assistants enable students to engage in meaningful conversations, promoting the development of critical thinking skills and fostering empathetic understanding of different perspectives.
To ensure ethical considerations and inclusivity, this research emphasizes the utilization of Creative Commons licensing. By adopting open educational resources and encouraging collaboration among educators and students, we aim to create a diverse repository of sociopolitical stories that reflect a broad range of cultural, social, and historical contexts. This framework allows for continuous improvement and iteration, ensuring that the AI models used in the learning process are continuously refined and validated.
Through this research, we seek to contribute to the existing literature on AI in education by exploring the potential of sociopolitical stories as an artificially intelligent way of knowing. By examining the impact of Creative Commons-licensed content in enhancing students’ critical thinking, empathy, and civic engagement, we hope to highlight the importance of incorporating ethical considerations and collaborative practices in the development and implementation of AI technologies in education.
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