Abstract:

As generative artificial intelligence (AI) becomes increasingly integrated into elementary classrooms, understanding its pedagogical value within Global Citizenship Education (GCED) has become an urgent priority. Existing practices often portray AI primarily as a technical tool for information retrieval or content generation; however, emerging classroom cases suggest that AI can function as a more dynamic educational agent that supports complex forms of learner development. This study conducts a qualitative analysis of recent research articles presenting AI-supported GCED instructional cases. Through cross-case examination, the study identifies how generative AI is utilized within GCED lessons and categorizes its educational functions into a set of role-based dimensions. These roles illuminate the ways AI facilitates cognitive engagement—such as inquiry, perspective-taking, and problem analysis—while also supporting socio-emotional dimensions of GCED, including empathy building, reflective dialogue, and intercultural understanding. Additionally, the analysis highlights AI’s potential contributions to behavioral and action-oriented learning outcomes, such as ethical decision-making and collaborative problem-solving related to global issues. Synthesizing these findings, the study proposes a comprehensive conceptual framework that articulates AI’s potential as an instructional partner capable of mediating cognitive, socio-emotional, and ethical learning processes in GCED. By shifting the discussion from AI as a mere technological aid to AI as a meaningful educational agent, this research contributes theoretical clarity and practical guidance for the future design of AI-integrated GCED curricula. The study underscores the importance of aligning AI’s instructional roles with the broader aims of GCED, including fostering agency, responsibility, and global competence among young learners.

Keywords:

AI, Artificial Inteligence, GCE, GCED, Global Citizenship Education.