Fostering creativity through design thinking in the EFL classroom : an e-course on AI ethics for lower secondary students in the context of content and language integrated learning

Κακαβά, Βάγια

Ενίσχυση της δημιουργικότητας μέσω του μοντέλου της σχεδιαστικής σκέψης στην ξενόγλωσση τάξη : ένα e-course στην ηθική της τεχνητής νοημοσύνης για μαθητές/μαθήτριες γυμνασίου στο πλαίσιο της μεθοδολογίας CLIL

Master Thesis

Author

Κακαβά, Βάγια

Date

2025-09

Abstract

The present Master thesis study focuses on the design, development, and evaluation of a blended learning e-course on Artificial Intelligence (AI) ethics for lower secondary students of English as a Foreign Language (EFL). In a world where AI is rapidly transforming all aspects of society, there is an urgent need to equip young learners with the skills and values required for its safe, responsible, and ethical use. To address this need, the course combines Design Thinking, a six-phase human-centered approach that fosters creative thinking, with Content and Language Integrated Learning (CLIL), a pedagogical method that promotes simultaneous development of subject knowledge and foreign language proficiency. This integration allows learners to explore AI ethics through English while engaging in creative, hands-on activities, such as case studies, problem-solving tasks, interaction with AI tools, collaborative projects, and presentations. The learning process culminates in the co-creation of a board game that communicates key AI ethics concepts in English, while making use of creative thinking and collaborative strategies such as SCAMPER, PMI, 4Ws, Brainstorming, and Think-Pair-Share. Through this process, learners enhance their linguistic competence as well as develop ethical digital literacy in a creative, applied context. The study examines the fostering of creativity, both in process and product, the development of AI ethics competences in alignment with the UNESCO AI Competency Framework for Students, and the intervention’s effectiveness within the broader context of CLIL and four-skill language proficiency. To achieve that, the study adopts a mixed-methods approach, combining qualitative, quantitative, and observational tools. However, due to feasibility constraints, the intervention was not tested directly with students. Instead, a custom-designed questionnaire was distributed to schoolteachers as pilot evaluators of the scenario's potential effectiveness. Findings suggest that the e-course has strong potential to meet its objectives, offering a meaningful integration of AI ethics education and language learning in a creative way, while also identifying areas for refinement. These results highlight the value of innovative, interdisciplinary approaches in EFL contexts, and point to the need for further implementation and testing with actual student populations to validate and refine the intervention.

Postgraduate Studies Programme

Ηλεκτρονική Μάθηση

Department

Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών Συστημάτων

Number of pages

155

Language

English

URI

https://dione.lib.unipi.gr/xmlui/handle/unipi/18359

Collections

Τμήμα Ψηφιακών Συστημάτων

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Except where otherwise noted, this item's license is described as
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα