AI-Mediated Learning in Education for Sustainable Development: Supporting Critical Thinking and Responsibility as Action in Complex Learning Contexts

Sammanfattning

The increasing use of Artificial Intelligence (AI) in education presents both opportunities and challengesfor developing key competencies within Education for Sustainable Development (ESD), particularlycritical thinking and responsibility as action. In line with the goals of ESD and Sustainable DevelopmentGoal 4.7 (SDG 4.7), this study explores how AI-mediated learning supports students’ engagement withcomplex and uncertain knowledge contexts. Grounded in ESD theory and Freire’s concept of praxis(action–reflection–action), the study adopts a Theory-Based Impact Evaluation (TBIE) framework toexamine how learning occurs through the activation of mechanisms such as reflection, evaluation, anddecision-making. A qualitative classroom-based design was used by employing the Nexgen Classroomplatform to facilitate AI-mediated learning tasks. Data were collected through platform interaction logsand student questionnaires, including both closed and open-ended responses.The findings indicate that AI-mediated learning appears to create opportunities for critical thinking andresponsibility by engaging students in interpreting, evaluating, and making decisions about AI-generatedfeedback. However, variations in student engagement suggest that these processes are not consistentlyactivated across all learners. This suggests that while AI-induced uncertainty can stimulate key learningmechanisms, its effectiveness depends on purposeful pedagogical guidance.This study contributes to the understanding of AI in education by conceptualizing AI not simply as atool, but as a complex learning context that can support the development of ESD competencies whenused thoughtfully. It highlights the importance of designing learning environments that encourage activeengagement, critical evaluation, and responsible decision-making, thereby supporting the broader goalsof sustainable education.Aim: This study aims to explore how AI-mediated learning supports the developmentof critical thinking and responsibility as action as key ESD competencies. Itfocuses on how students engage with AI-generated feedback in complex anduncertain learning situations, in line with the goals of SDG 4.7.Theory: The study is grounded in ESD and Freire’s concept of praxis (action–reflection–action). It uses TBIE to understand how learning occurs through mechanismssuch as reflection, evaluation, and decision-making. AI is conceptualized as acomplex learning environment that introduces uncertainty and multipleperspectives by supporting deeper cognitive engagement.Method: The study uses a qualitative, classroom-based design supported by descriptivedata. Data were collected through 1) AI-mediated tasks using the NexgenClassroom platform 2) Platform interaction data (student responses andengagement) 3) Student questionnaires (closed and open-ended responses)The analysis follows a TBIE approach, where data are examined to identifylearning mechanisms (e.g., reflection, evaluation, decision-making) that explainhow learning develops.Results: The findings indicate that AI-mediated learning supports critical thinking byrequiring students to interpret, compare, and evaluate AI-generated responses.At the same time, responsibility as action develops as students make decisionsabout whether to accept, modify, or reject AI feedback.However, the results also suggest variation: while some students engage deeply,others struggle with uncertainty or rely less on critical evaluation. The findingsindicate that AI can support ESD competencies, if it is combined with structuredguidance and pedagogical support.