AI-Based Critical Engagement with SDG Content in ELT: Going Beyond Accessibility

Abstract

This research investigates how using artificial intelligence (AI) is perceived by students and how it helps them develop self-critical thinking in sustainable development goals at the EFL classroom. Employing a descriptive qualitative method, the research surveyed eighth semester students selected through purposive sampling technique. Data were gathered using a depth interview using fifteen questions measuring the Students’ Perceptions of how using AI is perceived by students and how it helps them develop self-critical thinking in sustainable development goals at the EFL classroom. The results show that Artificial Inteligent offers significant advantages in encouraging student critical thinking in Sustainable Development Goals. The participants perceive that Artificial Intelligence was interesting and significant, and student acknowledged how well they tracked learning progress and improved critical thinking. Additionally, Artificial Intelligence facilitate a pedagogical transition from passive to active learning, giving students more control over their academic progress. However, a number of elements, including students' familiarity with reflective techniques, the clarity of assessment criteria, and ongoing lecturer support, are critical to the successful adoption of using AI. The research concludes that although AI improve learning outcomes, their efficacy is mostly dependent on the lecturer's capacity to promote creative learning and create a positive classroom environment.