Implications of Artificial Intelligence Pedagogy for Hope, Inclusion and Diversity in Multilingual Classrooms
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".
Deadline for manuscript submissions: closed (31 March 2025) | Viewed by 2555
Special Issue Editor
Special Issue Information
Dear Colleagues,
The aim of this Special Issue is to highlight the benefits of multilingualism engagement in schools for a more equitable educational system worldwide since languages are part of identities and cultures. The articles in this Special Issue will focus on the leadership role of educational research within technology in comparative and international studies on multilingualism in the United States, Tanzania, France, Jordan, Brazil, and India to provide an understanding of the tools required for enhancing inclusion, solidarity, and diversity in multicultural classrooms. Currently, multicultural environments use innovative technologies such as Natural Language Processing (NLP) and Natural Language Understanding (NLU). These branches of artificial intelligence will aid in developing participative safe spaces of classroom multilingual interactions to help students mobilize all their knowledge, verbal and cultural repertoire, and critical thinking skills in and out of the classroom environment. This methodology will combine the critical pedagogy of Paolo Freire based on the Ignatian Pedagogical Paradigm, which supports critical thinking. Scholars will provide multilingual pedagogical strategies with some pedagogical implications and recommendations for further research to develop sustainable multilingual education programs, such as digital dictionaries, which are specialized and individualized in order to demystify the possibility of becoming multilingual.
Dr. Zehlia Babaci-Wilhite
Guest Editor
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Keywords
- critical pedagogy
- freire and Ignatian pedagogical paradigm
- multilingualism
- inclusion
- solidarity
- diversity
- digitalization
- classrooms
- critical thinking
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