Abstract:

In recent years, the intersection between Artificial Intelligence (AI) and education is undeniable. This justifies the introduction of the "AI Supplement to the European Digital Competence Framework for Educators" (DigCompEdu), which defines the competences needed by educators for the effective integration of AI in education, and the document with the "Ethical guidelines for educators on the use of AI and data in teaching and learning", which offers a framework for the responsible and ethical adoption of AI in educational environments. These documents emphasise the importance of developing critical digital skills and the ability to use AI, reinforcing the need for an ethical and conscious approach to the use of AI in education.

This study proposes a reflection on the role of AI as a complementary tool to teaching, and as one of the key factors in disruptive education, in the context of language teaching for specific purposes, with a focus on creative writing and copywriting. AI is playing an increasingly important role in transforming language teaching and learning.

Disruptive education, in turn, challenges traditional teaching models, promoting dynamic and adaptable approaches that respond to students' needs. In this sense, this article, anchored in the concept of disruptive education, which seeks to break with traditional practices by incorporating new technologies into the learning process, explores two complementary pedagogical strategies, carried out in the context of higher education, in a curricular unit in the area of Portuguese language, in a higher education institution (Portugal):
i. the creation of a creative writing workshop, using the classic Story Cubes game, without AI;
ii. the creation of copy, in the context of copywriting, using AI, with guided prompts, to provide a hybrid and comprehensive experience.

The methodology adopted is based on an experimental approach, in which groups of students were exposed to AI-assisted learning sessions, in contrast to the groups subjected to conventional methods. The results show a significant development in writing skills specifically for copywriting in the group that used AI: these groups were faster and more efficient. In addition, the students who used AI chose more complex writing models and persuasion principles.

Keywords:

Artificial Intelligence, language, copywriting, creative writing, disruptive Education.