Reinventing Global Citizenship: Reassuring Feelings of Belonging by Breaking Boundaries

Reinventing Global Citizenship: Reassuring Feelings of Belonging by Breaking Boundaries

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  Reinventing Global Citizenship: ReassuringFeelings of Belonging by Breaking Boundaries Dra. Neus Lorenzo Societat Catalana de Pedagogia (SCP-IEC) The Transformation Society ODITE-Espiral Casal del Conflent
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  Concepts: Building identity Whatis the difference between…? Belonging <-> Becoming Please, introduce yourself with 2 bits of information (data). - I am a Catalan woman… (I belong to…) - I’m a researcher of AI in education… (I’ve become…) - … … …
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  Transforming University Education https://unesdoc.unesco.org/ark:/48223/ pf0000389912 •Cross-disciplinarity:A flexible curriculum to overcome the limitations of disciplinary boundaries. •Collaboration: Networked work in research and teaching to transcend borders. •Efficient Alliances: Theoretical and practical cooperation between public and private sectors, to overcome academic obsolescence and improve sustainability. UNESCO (2022)
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  Traditional studies oncultural identity... “Grandma’s Games Project” (Marina Vasileva, 2017), adapts traditional Macedonian children’s games to digital platforms, ensuring their continuity in a globalized world. “ODITE-Espiral” (a Spanish teachers’ association, 2012–present) illustrates how professional associations can empower teachers, headmasters, and educational institutions through mutual support, local sharing of school practices, and collaborative innovation. “Casal del Conflent” (a Catalan cultural association in France, 2011– to present) demonstrates how open, non-formal education can empower local cultures through outreach actions like local radio, plurilingual cinema, networked cultural traditions, transnational research, and international media production.
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  Learning about AI 1.Compare Multilingual AI Outputs Activity: Ask students to input the same question or PROMPT in multiple languages (e.g., Catalan, Arabic, Swahili, English) and analyze how the style, tone, or values of the responses are often similar or "neutralized." Goal: Raise awareness of how AI tends to flatten cultural nuances in communication and promotes a "standardized global voice." 2. Dual Narrative Storytelling Task: Students write one short story twice—once with the help of AI, and once using only local idioms, cultural references, and oral traditions. Reflection: Compare both versions to identify cultural dilution or shifts in meaning. Goal: Explore how AI’s generalized storytelling may unintentionally undermine cultural storytelling traditions.
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  Using AI forteaching and learning 3. "Explain It Like I’m 12… or 82“ Activity: Students input complex concepts (e.g., gravity force, quantum entanglement) into AI and ask it to explain them at different comprehension levels (for a 10-year-old… or an 80-year-old). Co-work Element: Pairs refine and rewrite explanations for specific audiences (kids, seniors, experts), then test them on others. Goal: Develop science communication skills using AI as a scaffold, while collaborating on content clarity and accessibility. 4. "Co-Author a Mini Research Paper" Activity: Students choose a topic (e.g., the ethics of space colonization), use AI to generate draft sections, and collaboratively edit and rewrite them using proper academic sources. Co-work Element: Teams divide tasks: sourcing, rewriting, referencing, and reflection. Goal: Learn how to use AI responsibly in academic research and writing, emphasizing citation, revision, and teamwork.
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  Co-working with AIfor professional development 5. "AI as an SDG Trainer, for the Planet " Activity: Students create a dynamic, interactive prompt that allows the AI to act as a tutor or facilitator, engaging the student in a dialogue about the SDGs (e.g. Act as an educator facilitating an inquiry-based learning dialogue about a global issue related to the Sustainable Development Goals). Co-work Element: Students work in groups testing their PROMPT until: •The AI asks the student an open-ended question on one of the SDGs, its causes, impacts, or solutions. •After the student answers, the AI provides brief feedback to affirm, clarify, or extend their thinking. •Then, it asks a new, related open-ended question to guide deeper understanding or new perspectives, with relevant, and thought-provoking questions. •Repeat the cycle until the student types “STOP.” Goal: Learn how to co-design inquiry tools with AI, develop critical questioning skills, and apply them to real-world challenges aligned with the SDGs.
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  AI Systems arehomogenizing our global work • By comparing AI-assisted storytelling with culturally rooted narrative traditions • When we investigate how AI handles local cultural expression and linguistic diversity. • By reconciling the preservation of local identity with the cultivation of global humanistic values. • Through awareness of how multilingual AI responses often dilute cultural and linguistic nuance. Critical thinking when using AI can enhance cultural awareness and diversity values:
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  Time for UsingAI tools... - Cognitive levels of analysis and communication. - Knowledge and reflection on SDGs, local causes and global consequences. - Students’ engagement and awareness of learning with AI. - … … … Create a PROMPT to obtain a rubric for validating students’ learning process with AI, considering:
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  DEBATE: Can wevalidate students’ growing process with AI? Cognitive Level (Bloom’s Tax.) Getting Information (1 point) Emerging integration of AI Explaining (2 points) Effective and relevant use of AI Reflecting and Acting (3 points) Transformative and connected strategies with AI 1. Remember Identifies facts or terms related to diversity, identity, or SDGs. Knows AI vocabulary or tools by name. Recalls and classifies key concepts and examples of local/global cultures or inclusive practices. Can name basic uses of AI. Clearly remembers and connects examples of inclusive education, local identity and global citizenship with relevant AI tools or SDGs. 2. Understand Explains basic ideas about culture or identity without depth. Describes AI in general terms. Describes how diversity, identity, or global issues relate to educational content. Understands how AI might assist learning. Interprets cultural and ethical dimensions of AI use in education and explains how they relate to SDGs and inclusion. 3. Apply Uses AI in a simple task (e.g., translation, text generation) without clear educational purpose. Applies AI tools to design inclusive activities or represent local/global perspectives. Purposefully uses AI to support culturally responsive teaching and learning aligned with SDG goals (e.g., inclusion, equity). 4. Analyze Identifies differences in culture or identity but lacks critical perspective. Superficial comparison. Analyzes the impact of AI on cultural perspectives, education and equity. Critically examines how AI, identity, and diversity interact in local and global contexts; evaluates their implications for learners. 5. Evaluate Gives opinions without justification or ethical reflection. Assesses the cultural, ethical or educational value of AI-supported activities. Evaluates learning experiences through lenses of social justice, equity, and SDG alignment; proposes improvements with justification. 6. Create Designs a basic product or activity, but without integrating diversity or AI meaningfully. Creates an educational resource or project that includes AI use and reflects awareness of cultural or global contexts. Co-creates (with peers or AI) an innovative, inclusive and globally relevant educational resource clearly aligned with SDG goals. ChatGPT (2025). “Create a rubric…”. Open-AI.
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  Thank you! Dra. NeusLorenzo Societat Catalana de Pedagogia (SCP-IEC) The Transformation Society ODITE-Espiral Casal del Conflent