ABSTRACT
The chapter presents the CAIRε international research project led and funded by the University of Turin and UNITA Alliance during the 2022–2023 and 2023–2024 a.y., in partnership with the Middlesex University of London and West University of Timişoara. CAIRε is an exploratory, qualitative study fuelled by the following research questions: what aesthetic educational experiences conducted using AI-generated visual art can be designed to train primary school children in a critical relationship with AItech? What comprehension, analysis and critical deliberation skills can such experiences foster?
The research, involving three primary schools and seven teachers, nine researchers from different scientific areas, five classrooms and approximately 120 children (9–11 y.o.), is positioned in a perspective that brings into dialogue Arendtian aesthetic-political judgment theory and Freirian ecopedagogy. Conducted in the framework of participatory action research, this project uses art-based methods. The research aims to pursue two objectives: one, to detect the recordable gap before and after the training session in children’s understanding of the meaning of AI and what types of AItech exist and their ability to problematise the limits, potential and ‘rules’ for a responsible management of this technology. Two, to deploy an initial pilot ‘model’ of an educational experience designed to develop a critical and creative relationship with AItech. Through the pre- and post-evaluation plan and the content and univariate analysis of the collected materials, particularly with regard to the University of Turin research unit, the research has found some interesting formative results with particular regard to the understanding of AI meaning and examples, its limits and potentialities, the identification of management ‘rules’ and the overcoming of some prejudices and stereotypes.
