Abstract

The rise of AI tools has transformed the educational landscape in Singapore, offering unprecedented efficiency and access to information. This study examines the integration of AI in Geography classrooms, a subject where inquiry-based learning and sustainability education form the core. Interviews with four Geography teachers revealed that while AI supports content mastery, information retrieval, and initial ideation, it is less effective in fostering empathy, ethical reasoning, and emotional connections to sustainability topics. The reliance on AI to process data and present information as statistics can deprive students of opportunities to engage with the moral and affective dimensions of sustainability education, which are essential for fostering empathy and ethical reasoning. The findings underscore the importance of intentional, critical use of AI, guided by educators, to ensure that technological affordances complement rather than compromise learner-centered, context-rich sustainability education.

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