Bridging educational theories and practices: An interdisciplinary exploration of AI-driven pedagogical innovations in multicultural classrooms

Dwi Mariyono; Akmal Nur Alif Hd; Annis Nur AK

doi:10.6092/issn.1970-2221/20214

Autori

Dwi Mariyono Islamic University of Malang

Dwi Mariyono is a Doctor of Islamic Religious Education at the Islamic University of Malang. He achieved the title of Doctor of Islamic Education with cum laude honors in January 2024. His expertise includes the fields of education, institutional development, human resources, policy and culture.
Akmal Nur Alif Hd Brawijaya University

Akmal Nur Alif Hd is a pioneer in digital innovation. A Universitas Brawijaya student since 2022, he developed two key applications: “Web Scholarship Event” and an E-learning app. Active in regional and national events, Akmal also serves as Faculty Coordinator for educational application development, combining technical expertise and leadership.
Annis Nur AK Brawijaya University

Annis Nur AK is an International Relations student at Universitas Brawijaya, excelling in academics and cinematography. Her acclaimed works include Attrapeur De Rêves (2022), earning top awards, and Deadringer (2023), with multiple accolades. Balancing academics and creative pursuits, she is a distinguished short film producer.

DOI:

https://doi.org/10.6092/issn.1970-2221/20214

Parole chiave:

Intelligenza Artificiale, educazione multiculturale, sensibilità culturale, apprendimento personalizzato, bias nei dati, sviluppo professionale

Abstract

Questo studio esplora il ruolo dell’intelligenza artificiale (IA) nell’educazione multiculturale attraverso analisi tematiche, analisi del contenuto e approcci di analisi delle referenze incrociate. Basandosi sulla letteratura attuale, lo studio ha identificato temi chiave come la personalizzazione dell’apprendimento, la sensibilità culturale nei sistemi di IA, le preoccupazioni etiche e il bias nei dati, e lo sviluppo professionale per gli educatori. L’analisi del contenuto ha valutato la frequenza di apparizione di questi temi nei materiali educativi, mentre l’analisi delle referenze incrociate ha integrato i risultati dei due metodi precedenti per fornire una comprensione più completa. I risultati mostrano che l'IA ha un grande potenziale per supportare l’educazione multiculturale, ma esistono lacune significative nella sua implementazione, in particolare per quanto riguarda la sensibilità culturale e lo sviluppo professionale per gli educatori. Questi risultati evidenziano la necessità di strategie più mirate per garantire che l’IA venga utilizzata in modo etico e inclusivo in contesti educativi culturalmente diversificati.

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Unire teorie e pratiche educative: Un’esplorazione interdisciplinare delle innovazioni pedagogiche guidate dall'intelligenza artificiale nelle classi multiculturali

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