Potential Abstract: This research explores the intersection of constructivist pedagogies, emerging technologies, and artificial intelligence within a hermeneutic framework for education in rural contexts. The integration of constructivist principles with technological tools and AI presents unique opportunities to enhance learning experiences, foster critical thinking skills, and promote student engagement. By leveraging AI-powered educational platforms, educators in rural areas can provide personalized, adaptive learning experiences that cater to diverse student needs and learning styles. This study examines the potential of these innovative approaches to address the challenges faced by rural schools, such as limited resources, geographically dispersed populations, and educational inequities. Through a hermeneutic lens, the research considers how the interaction between human interpretation and AI algorithms can enrich the teaching and learning process, fostering deeper understanding and meaning-making among students. The implications of this research extend beyond the classroom, highlighting the transformative potential of integrating AI technologies in education to bridge the digital divide and empower rural communities. By engaging with the theoretical frameworks of constructivism, AI, and hermeneutics, this study contributes to the growing body of literature on technology-enhanced learning in diverse educational contexts.
Potential References:
- Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education
- Pedagogical design of K-12 artificial intelligence education: A systematic review
- Artificial Intelligence Educational Pedagogy Development: ICT Pedagogy Development for Education 5.0
- Teachers’ perspective on artificial intelligence education: An initial investigation
- Teaching machine learning in K–12 classroom: Pedagogical and technological trajectories for artificial intelligence education
