From AI to Earth: are we encumbering students with narratives?

Sanjhee Gianchandani

Every year, this school teacher gives his new senior school students the same assignment: a presentation on one of three topics – consumer awareness, social issues, or environmental sustainability. This is the stark reality of many schools in India – be it their never-ending plantation drives, debates/writing competitions on actionable change, eco-friendly craft-making, or science projects on global warming. Sustainability is hauntingly ubiquitous in a child’s universe. Children, even from the tender age of five, are force-fed an overwhelming amount of information on climate change and pressured to be “climate warriors” on a planet they have done absolutely nothing to destroy.

Though there is no separate “climate curriculum” in India, schools take several initiatives to simplify abstract concepts and gamify them so that students can feel like “superheroes” and make them realize the criticality of their individual actions and the long-standing effects. But what if children DON’T want to be superheroes? Are we giving them enough space to construct their own knowledge or are we simply transmitting information and expecting them to regurgitate?

Q: How do you feel when you hear adults frequently expressing concerns about climate change? What alternative methods would you prefer to learn more about this issue?   A: I feel like if the Earth has to manage, it can deal with itself and mutate or evolve to make sure it survives because it has survived for the past millions of years and it’s going to survive and it will survive, so we can make an effort, but it’s not like we have to go overboard with it. I also sometimes feel maybe a little worried because if something has to happen, it will happen to future generations or my generation.   What would help me feel less irritated or worried? It would be nice if I could be asked certain questions like “What is YOUR opinion about climate change?” or “What would you LIKE to do about it?” This would help me process my information and be able to share my opinions or views before feeling like I am being preached to or forced to believe something. Anaahat Paritosh, Grade 5, Bengaluru

Let us try to understand how a child’s brain processes information:

1. Encoding information

We acquire information through a process called encoding, which is the way we input information into our memory system. When we receive sensory data from the environment, our brains label or code it. This process involves organizing the information by associating it with similar data and connecting new concepts to existing ones. Encoding occurs through two main processes: automatic processing and effortful processing. For example, when you hear the sound of rain and immediately recognize it as rain without consciously thinking about it, that’s automatic processing. On the other hand, if you’re trying to remember the details of a complex climate report, you might actively study and rehearse the information, which involves effortful processing.

2. Storing Information

Once the information has been encoded, it must be retained through a process called storage, which involves creating a permanent record of the information. For a memory to be stored in the long-term memory, it must pass through three distinct stages: sensory, short-term, and long-term.

• Sensory memory: This is where stimuli from the environment are first processed. Sensory memory briefly holds sensory experiences such as sights, sounds, and tastes. For example, when we catch a glimpse of a storm forming and notice the darkening clouds and gusty winds, our sensory memory holds this information just long enough for our brain to start processing what we’re seeing and hearing.
• Short-term memory: Also known as working memory, this stage often requires conscious effort and attention to function effectively. Children, in particular, may find it challenging to manage multiple pieces of information at once. For instance, if a child is learning about the impacts of climate change and is given a list of facts about rising sea levels, they need to actively focus on and rehearse these details to remember them. Older children and adults may use mental strategies to enhance their memory performance, such as rote rehearsal or chunking. For example, an older student might group related facts about climate change into categories like “effects on ecosystems” and “economic impacts” to make them easier to recall.
• Long-term memory: This stage involves the continuous storage of information with virtually unlimited capacity. It encompasses all memories from more than just a few minutes ago, extending to those from days, weeks, or even years past. For example, long-term memory would allow children to recall a detailed account of a major climate conference they attended last year, including the key discussions, speakers, and outcomes.

• Retrieving information

Retrieval is the process of recalling information from memory; it involves bringing stored knowledge back into our conscious awareness. To effectively navigate and respond to our environment, we need to access this stored information. Reconsolidation occurs each time we retrieve a memory, making it open to alterations. During this phase, the memory trace can either become reinforced or weakened, depending on the nature of the changes introduced during the retrieval process.

In today’s educational environment, there is a growing expectation for students to grasp multifaceted topics such as biodiversity crisis and ecological justice without adequately considering the trajectory of their developmental stages. This approach often overlooks the fact that children and adolescents are still developing their cognitive abilities such as encoding, storing, and retrieving information. They may find it challenging to manage and integrate a large volume of information without adequate rehearsal or cognitive strategies. Also, students are expected to engage with this information in sophisticated ways without sufficient scaffolding in processing such complex material. By failing to account for these developmental differences and not allowing students to progress through the necessary stages of understanding, we risk overwhelming them with information, thereby hindering their ability to fully comprehend and retain the implications of climate change.

So, what should be done instead?

Anita Rampal, former dean of the Faculty of Education at Delhi University, says that instead of relegating the topic of climate change to a separate textbook, there is a need to integrate it with existing subjects “so that it runs through the entire curriculum. It’s not enough to preach moral messages or give definitions. These concepts and issues need to be woven into whatever you teach.”

Instead of inundating them with information prematurely, educators should consider more developmentally appropriate methods. For instance, incorporating hands-on experiments and interactive activities can help younger students grasp fundamental concepts about climate and environmental science through direct experience. Using age-appropriate, incremental content that gradually introduces more intricate ideas can align with their cognitive growth, making the information more accessible. Additionally, fostering discussions and collaborative projects allows students to explore and connect ideas about climate change in a supportive, peer-driven environment, promoting deeper understanding and retention. By tailoring teaching strategies to the developmental needs of students, we can better support their learning and comprehension of climate change.

Another narrative that schools are using to trammel students is the use of AI. Most educators are often resistant to students’ use of AI due to concerns about academic integrity, dependency, and the potential erosion of problem-solving and critical-thinking skills. Educators fear that relying on AI tools could undermine the development of essential cognitive abilities by providing shortcuts that bypass the deep learning process. For example, if students use AI to generate essay content or solve complex problems without engaging in the cognitive effort themselves, it might lead to superficial understanding rather than genuine comprehension. Additionally, there is apprehension about the authenticity of student work; if AI systems handle substantial portions of assignments, it becomes challenging to assess individual learning and creativity accurately. Moreover, schools worry about unequal access to AI resources, which could exacerbate educational disparities. Consequently, most parents and caregivers are rigid about the idea of students exploring AI.

Q: What are your thoughts on the strict regulations adults impose on AI? How would you ethically use AI, and how could it benefit you?   A: Strict regulations on AI reflect our fear of the unknown, which can be both a good and a limiting factor. While these rules are important for preventing misuse and protecting our privacy, they often come from not fully understanding how AI might impact us in the future. If I were to use AI ethically, I’d look for ways it can actually make life better. For example, AI could help me find personalized music or movie recommendations based on what I like. I could also use AI to create a detailed study timetable, track my progress, and even get reminders for specific topics I need to focus on during my exam time. Lastly, I could use it to structure my essays or get feedback on my writing to make it better. AI is not as bad as adults are making it out to be; we just need to use it for the right things! Saarth Mamtani, Grade 11, New Delhi

AI is undeniably a game changer in the Indian education sector, as it is globally. As we move forward, it is imperative to embrace AI responsibly, leveraging its potential to create an inclusive and progressive educational landscape for the benefit of all learners. For instance, students can use ChatGPT ethically by employing it as a supplementary tool rather than as a primary solution. It should be used to enhance understanding by clarifying concepts, providing diverse perspectives, and offering guidance on structuring and refining their work. Teachers argue that with all its pros and cons, AI cannot exist independently without human elements in classrooms. Sheila Alexander, principal, of Greenwood High International School, Bengaluru, says, “AI can be used for constructive projects where human interpretation is essential in conceptualization and decision-making.” Educators need to work in conjunction with AI by deploying plagiarism-checking tools, relying on indicators such as a student’s language level and freeing up their time from administrative tasks to focus on mentoring students and providing emotional and psychosocial support.

The next idea which has been significantly blown out of proportion is that of mental health. Indian schools may be overemphasizing the mental health narrative by concentrating heavily on the issue without implementing effective, supportive measures. This focus can lead to a superficial approach, where mental health discussions become routine rather than actionable. The frequent highlighting of mental health concerns might inadvertently increase student anxiety or feelings of inadequacy, as the narrative becomes more about awareness than about providing concrete, practical support. The constant discourse on mental health creates labels such as ADHD, dyslexia, autism spectrum disorder, and anxiety which can significantly impact children, often shaping their self-perception and how they are perceived by others. These labels can lead to stigmatization, where children might feel defined by their diagnoses rather than their abilities and interests. The emphasis on these labels can also influence expectations and interactions, potentially limiting opportunities and reinforcing negative stereotypes. It can also inadvertently make mental health issues seem more prevalent or pressing than they might be, rather than fostering a balanced, supportive environment that integrates mental wellbeing with overall academic and social development.

Q: When you encounter the term “mental health” being mentioned repeatedly in various contexts in school, what are your immediate thoughts or reactions?   A: Mental health is more of a buzzword now. Most schools introduce mental health awareness through poster making or research work on some mental health topics, but this gets added to the pile of submissions and school assignments without making meaningful changes to our daily lives.   Additionally, this trend-driven approach can make students perceive mental health services as quick-fixes rather than catering to the root causes of mental distress. This can lead to students receiving fragmented help and not providing any long-term benefits.   To ensure that mental health becomes more than just a trend and to bring about a real change in students’ lives, a varied approach is important Schools can introduce mental health to students with friendly activities with no pressure of completion of work while integrating values, social skills, communication skills, and confidence. Moreover, mental health should not be seen as taboo and mental health services and sufficient counselling services or support programs should be provided. Noorie Dudani, Grade 9, Pune

Deepti Sharma, Director, ThinkerPlace talks about introducing mental health as a subject. “I firmly believe that mental health awareness should be an integral part of our curriculum. Just as we teach math and science, we must also teach our children how to understand and care for their own mental well-being. Incorporating mental health education into our curriculum is not just a choice; it is a necessity. Providing children with education about emotional resilience, stress management, and self-care is important,” she says. It is imperative to create a safe space for students to discuss their mental health issues without fear of judgment or discrimination.

In conclusion, it is crucial to avoid burying students under weighty narratives such as AI, climate change, mental health, inclusion and sensitivity, and so on. Instead, we should create an environment that allows them to relish their childhood, gradually absorb information, and process facts at their own pace. By striking a balance between introducing these significant topics and ensuring students have the freedom to explore and enjoy their formative years, we foster a more engaging and supportive learning experience. This approach not only nurtures a deeper and more meaningful understanding but also promotes critical thinking, emotional resilience, and overall well-being. Allowing students to develop their rhythm ensures they can engage with these important issues thoughtfully and effectively, without the added pressure of being rushed or overwhelmed.

References

• https://www.bbc.com/news/world-asia-india-59173478
• https://courses.lumenlearning.com/child/chapter/information-processing-theory-2/
• https://www.thehindu.com/news/national/karnataka/teachers-day-teachers-open-to-ai-in-classrooms-aware-of-challenges-too/article68605870.ece
• https://scoonews.com/news/world-mental-health-day-2023-mental-health-awareness-in-schools-and-educational-institutions/
• https://thinkerplace.co/pages/about-us

The author is an English language curriculum designer and editor. She holds a Master’s degree in English from Lady Shri Ram College for Women, University of Delhi, and a CELTA from the University of Cambridge. Her extensive experience includes serving as an English language assessment specialist for Trinity College London, assessing various international English language examinations, leading examiner and marker cohorts for Qualifications and Assessments International, UK and developing educational materials for the K-8 segment. She has authored two series – Grammar Sparkle (Grades 1-8) and Let’s Learn to Listen and Speak (Grade 4) and is currently writing her next. As a consultant editor with various renowned publishing houses, she has edited over 100 books ranging from academic to fiction, non-fiction, poetry, and children’s writing. Her articles on ELT pedagogy and learning strategies have been published in several educational magazines and blogs. She can be reached at sanjheegianchandani28@gmail.com.