www.learningsummit.eu 27 in the arts. The study presents factors influencing the pedagogical use of such applications in the arts, highlighting potential benefits such as providing innovative ideas and risks like reducing creativity. Saturday 14th September, 13.00-14.15 Session 7: AI and STEAM Education Fostering Critical AI Literacy in STEM Education: A Co-Design Approach to Developing Vision Documents and Workshops Miquel Perez Torres1 and Francisco Castillo Hernandez2 1. University of Groningen, Groningen, Netherlands 2. University of Groningen, Groningen, Netherlands The rapid incursion of Artificial Intelligence (AI) in Science and Engineering (S&E) faculties impacts research and education. While discussions on AI in higher education abound, opportunities to design learning environments that foster active learning with AI remain scarce. Educational developers must equip educators with critical lenses to analyze AI outputs, addressing anxieties around integration and uncertainties about evolving teacher roles. The Faculty of Science and Engineering at the University of Groningen addressed this need by a) developing a vision document to guide policymakers, and b) organizing professional development activities. Our design objectives were twofold: to identify key elements for an AI vision document relevant to STEM university teachers and students and to understand how such a document could influence the design and implementation of a workshop to foster critical AI literacy in scientific lesson planning in higher education. We employed a 3-stage iterative co-design process, inspired by evaluative research approaches, to develop an AI vision aligned with current research in STEM higher education and AI. We addressed the university community's concerns, needs, and existing initiatives. This process resulted in an AI vision document tailored for STEM university teachers: a) a definition of critical AI literacy, b) the necessary values to be upheld, and c) professional development guidelines. The subsequent workshop, designed based on these principles, examined the affordances and limitations of generative AI tools through various prompts and their impact on a newly designed 2-hour Biotechnology lesson plan for a Biology Bachelor's degree program. The workshop revealed several limitations of GenAI tools in designing science lessons, such as potential obscurantism where traditional methods are masked by formal educational vocabulary, ambiguous pedagogical approaches that may mislead educators, and a lack of justification for selected content and competencies regarding their appropriateness for the lesson or learning objectives. GenAI-Powered Digital Game-Based Learning and GlossapIAI: Revolutionizing Greek Education and Language Learning Stefanos Alifierakis1 and Maria Pavlopoulou2 1. University of Edinburgh, Edinburgh, Scotland 2. University of Leeds, Leeds, United Kingdom This article explores how GenAI can enrich Digital Game-Based Learning (DGBL) and enhance the learning experience for students of all educational levels (nursery, primary and secondary) focusing on Language Learning. After approaching the interlacing terms (Gamification, Digital Games, Digital Game-Based Learning) around the use of play and technology in education, DGBL approaches in Greek
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