Tools like ChatGPT and Claude (Generative AI) are rapidly becoming part of students’ everyday learning. While these AI systems can create new educational opportunities, they may also widen existing social and educational inequalities. This research explores how middle-school students from different backgrounds in Israel—particularly Arab and Jewish students—understand, use, and interact with generative AI. It also examines their AI literacy (the knowledge, skills, and critical thinking needed to use AI effectively, safely, and responsibly). The study will survey 500 students to identify different AI literacy profiles and then closely examine how 50 students use AI during real classroom tasks. By combining surveys, observations, and students’ experiences, the research aims to provide evidence that will help schools use AI in ways that are fair, effective, and accessible for all learners.
Link to the conference paper: https://link.springer.com/chapter/10.1007/978-3-032-29794-5_73
Authors: Tamara Dalki, Miri Yemini & Ido Roll
Research group’s website: https://roll.net.technion.ac.il/
