climate education

AI-supported climate futures activities accompanied greater hope, without isolating the contribution of AI

Shu-Chiu Liu, Pierre-Alexandre Château

Journal of Science Education and Technology

A climate-change course integrated image or text generation into a structured activity about desirable futures. Across two semester cohorts, students expressed more positive future perspectives and greater climate hope after instruction, with some self-perceived action gains in the image group. The study combined AI with scientific preparation, discussion, and narrative work, so it cannot attribute those changes specifically to AI or establish that intentions became actual climate action.