Artificial Intelligence In Education For Strengthening Sustainability Literacy Among Students
Keywords:
Artificial Intelligence, Sustainability Literacy, Student Engagement, Critical Thinking, Contextual Learning.Abstract
This study investigates the role of artificial intelligence in strengthening sustainability literacy among students. Sustainability literacy involves knowledge, awareness, and competencies related to environmental, social, and economic challenges. A qualitative case study design was applied in two educational institutions that implemented AI-based learning systems. Data were collected through interviews, classroom observations, and document analysis, followed by thematic analysis. The results indicate that artificial intelligence enhances student engagement through interactive and adaptive learning environments, supports critical thinking through data-driven inquiry, and improves contextual understanding through simulation-based experiences. Students demonstrate stronger ability to interpret sustainability issues and apply concepts in real-life situations. The findings highlight that artificial intelligence enables more meaningful and student-centered learning processes that align with sustainability education goals. This study concludes that the integration of artificial intelligence has strong potential to transform sustainability learning and promote competencies required for addressing complex global challenges.
References
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2020). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 17(1), 1–24. https://doi.org/10.1186/s41239-020-00224-x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6), 505–517. https://doi.org/10.1111/jcal.12008
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305–308. https://doi.org/10.1126/science.1230579
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain. International Journal of Educational Technology in Higher Education, 14(1), 1–36. https://doi.org/10.1186/s41239-017-0042-5
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning. Computers & Education, 90, 36–53. https://doi.org/10.1016/j.compedu.2015.09.005
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://doi.org/10.13140/RG.2.2.15586.89283
Holstein, K., McLaren, B. M., & Aleven, V. (2019). Co-designing a real-time classroom orchestration tool to support teacher–AI complementarity. Journal of Learning Analytics, 6(2), 27–52. https://doi.org/10.18608/jla.2019.62.3
Ifenthaler, D., & Yau, J. Y. K. (2020). Utilising learning analytics for study success: Reflections on current empirical findings. Research and Practice in Technology Enhanced Learning, 15(1), 1–17. https://doi.org/10.1186/s41039-020-00133-8
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291. https://doi.org/10.1080/00958964.2019.1710444
Kovanović, V., Joksimović, S., & Siemens, G. (2021). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology, 52(2), 1–15. https://doi.org/10.1111/bjet.13064
Long, P. D., & Siemens, G. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 31–40. https://doi.org/10.1145/2330601.2330615
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. https://doi.org/10.13140/RG.2.2.34344.37129
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. https://doi.org/10.13140/RG.2.2.34344.37129
Makransky, G., & Petersen, G. B. (2019). Immersive virtual reality and learning: A meta-analysis. Educational Psychology Review, 31(4), 1–28. https://doi.org/10.1007/s10648-019-09486-2
Noroozi, O., Weinberger, A., Biemans, H. J. A., Mulder, M., & Chizari, M. (2012). Argumentation-based computer supported collaborative learning. Computers & Education, 58(1), 79–92. https://doi.org/10.1016/j.compedu.2011.07.007
Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2017). Informing progress: Insights on personalized learning implementation and effects. Educational Evaluation and Policy Analysis, 39(2), 1–24. https://doi.org/10.3102/0162373717691740
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education. Education and Information Technologies, 25(6), 1–32. https://doi.org/10.1007/s10639-019-10063-7
Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582–599. https://doi.org/10.1007/s40593-016-0110-3
Schneider, B., Blikstein, P., & Mackay, W. (2021). Learning analytics for collaboration: Theory, tools and practices. British Journal of Educational Technology, 52(1), 1–15. https://doi.org/10.1111/bjet.13063
UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing. https://doi.org/10.54675/CGBA9153
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence in higher education. International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0
