AI in School Education: A Design Thinking Framework for Reimagining Pedagogy, Ethics and Equity

Description

DOI: https://doi.org/10.5281/zenodo.21356362

Subashini V and Venkataraman S (Department of Education, Central University of Tamil Nadu, Tamil Nadu)

This study develops an integration framework- Design Thinking-Based Human Centered AI Integration framework that brings together Design Thinking (DT) and a human-centered perspective to guide the use of Artificial Intelligence (AI) in school education. The current discussions around AI in education tends to focus more on what technology can do, without emphasizing on what classrooms actually need. Taking this into consideration, the present framework treats AI integration not only as a technical process, but as a design problem rooted in the everyday realities of teachers and students. The five stages of Design Thinking- Empathize, Define, Ideate, Prototype and Test are used a guiding lens. These stages makes it possible to look closely at how AI affects teaching practices, assessment, student learning experiences and ethical and equity related concerns. This study further considers how institutions can move beyond abstract policy discussions by actively engaging with stakeholders, reinterpreting AI- related challenges and collaboratively developing pedagogical responses. Through cycles of prototyping and testing, the ongoing experimentation on AI integration allows ideas to be refined within real classroom contexts. The possibility of developing educational practices that are not only technologically informed but also sensitive to context and more attentive to issues of equity is also highlighted.