Designing Culturally Inclusive Case Studies with Generative AI
Strategies and Considerations
Bibliographic Data
| ID | 22045358 |
|---|---|
| Authors | Shan Jayasinghe (0000-0001-8149-2999, Southampton Solent University), Karen Arm (0000-0003-1823-6559, Southampton Solent University, corresponding author), Kelum A A Gamage (0000-0002-4832-3373, University of Glasgow, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 6 |
| Pages | 645 |
| Publication date | 2025-05-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15060645 |
| OpenAlex | W4410622542 |
| Language | EN |
| Citations received | 2 |
| References cited | 32 |
This study investigates the use of generative AI tools to create culturally inclusive case studies in postgraduate project management education, addressing a critical gap in existing research. While prior literature highlights the benefits of culturally responsive teaching (CRT) practices, there is notable lack of exploration into how generative AI can be leveraged to develop culturally relevant learning materials. Using an interpretivist philosophy and action research methodology, the study engaged eight international students to evaluate the effectiveness of AI-generated case studies tailored to diverse cultural contexts. The major contribution of this study is the development of a structured framework of strategies and considerations that guides educators in designing culturally inclusive materials using generative AI tools. The inclusion of clearly defined strategies provides educators with practical guidance, while the accompanying considerations act as essential safeguards, encouraging critical reflection on potential risks such as bias, stereotyping, and ethical misuse. The findings hold significant implications for educational practice, emphasising the ethical use of AI, targeted professional development for educators, and the potential for scalable, inclusive teaching strategies that enhance student engagement, equity, and learning outcomes in multicultural classrooms
Cultural diversity · Epistemology · Generative grammar · Mathematics education · Sociology · Anthropology · Computational and Text Analysis Methods · Computer Science · Ethics and Social Impacts of AI · Psychology · Qualitative Research Methods and Applications · Artificial Intelligence
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ChatGPT in education
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Culturally Responsive Professional Development Programs for Teacher Educators Using Community-Based Collaborative Learning
Culturally Responsive Pedagogical Knowledge
Exploring the Lack of Training on Culturally Responsive Teaching in Higher Education
Using Dominican Oral Literature and Discourse to Support Literacy Learning among Low-achieving Students from the Dominican Republic
Students as Co-Creators
Connecting the Dots
Learning to support and sustain cultural (and linguistic) diversity
From Principle to Practice
Materials development for language learning and teaching
Addressing the Problem of Cultural Anchoring
Learning to Develop Culturally Relevant Pedagogy
The Strategic Reading Abilities and Potential of Five Low‐Literacy Latina/o Readers in Middle School
Toward a Theory of Culturally Relevant Pedagogy
Preparing for Culturally Responsive Teaching
| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |