Twentieth International Conference on Interdisciplinary Social Science

Abstract

Global Citizenship Education (GCE) is crucial for addressing global challenges like inequality, poverty, and social violence. In a rapidly advancing technological society, knowledge-based economies (KBEs) require individuals to possess new skills to thrive. This study explores how to prepare students as global citizens with the skills needed for the digitalized world, particularly in KBEs. It highlights the importance of transforming education to prioritize diversity, equity, and inclusion (DEI) through personalized learning models enabled by artificial intelligence (AI). While existing research has explored AI’s role in supporting GCE, there is limited analysis of various organizations—public, private, and nonprofit—implementing AI in GCE. This study examines how these organizations apply AI to support personalized learning and GCE, identifying their practices within neoliberal, liberal, and critical educational frameworks. Using typologies that categorize AI-driven education initiatives as industry-driven, social-driven, and mixed industry-social-driven, the study analyzes different approaches to GCE. Findings suggest that neoliberal AI education emphasizes standardized, market-oriented outcomes, potentially perpetuating disparities. In contrast, critical GCE, driven by social initiatives, focuses on ethical practices that promote DEI and empower marginalized communities. A mixed liberal approach balances economic goals with humanitarian values, fostering both human capital and educational equity. This study underscores the potential of mixed industry-social-driven AI in education to enhance personalized and equitable learning, address global challenges, and promote ethical AI use. It provides insights for educators, policymakers, and technology developers on fostering GCE in a knowledge-based economy, emphasizing the need for a more inclusive and globally sensitive approach to AI-driven education.