Braving AI in Tertiary Education: Generative Artificial Intelligence and Chatbots in Civics

Authors

Magdalena Brzezinska, WSB Merito University, Poznan, PolandFollow

Abstract

This article explores tested strategies for the responsible and inclusive use of text- and video-generating artificial intelligence (GenAI) and educational chatbots in university classrooms, with a focus on foreign language learners, including students from refugee and migrant backgrounds. Drawing on case studies from WSB Merito University in Poznan, Poland, the author presents methods for integrating AI in civics education in a culturally relevant and equitable manner, emphasizing the importance of responsible technology use. The strategies discussed are adaptable to various tertiary education settings and aim to enhance global skills, foreign language proficiency, AI literacy, and visual literacy among college students. The findings highlight the role of AI in fostering engaging, inclusive, and collaborative learning environments through AI-supported project-based learning. The author argues that, when used responsibly, AI can be a powerful tool to support, rather than replace, the learning process. By following a thoughtful, scaffolded approach to AI integration based on clearly defined learning goals, appropriate tool selection, and continuous instructor feedback educators can prepare students for the digital world.

Recommended Citation

Brzezinska, Magdalena (2026) "Braving AI in Tertiary Education: Generative Artificial Intelligence and Chatbots in Civics," Journal of Research Initiatives: Vol. 9: Iss. 2, Article 12.
Available at: https://digitalcommons.uncfsu.edu/jri/vol9/iss2/12