Open Access Peer-reviewed Research Article

Integrating AI Tools and Drama Pedagogy in Digital Classrooms to Foster Critical Thinking and Inclusion in Primary Education

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Submitted   Apr 22, 2025
Published   Aug 1, 2025
Issue    Vol 5 No 2 (2025)
DOI   10.25082/AMLER.2025.02.008

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Konstantinos Kotsidis corresponding author
Laboratory of Advanced Learning Technologies in Lifelong and Distance Learning (EDIVEA), University of Crete, Crete, Greece
Aikaterini Dima
School of Early Childhood Education, Aristotle University of Thessaloniki, Thessaloniki, Greece

Abstract

This study investigates the pedagogical potential of combining artificial intelligence (AI) tools with drama-based strategies in digital learning environments within primary education, focusing on the development of students' critical thinking skills. To this end, twelve original teaching scenarios were designed and implemented in a sixth-grade classroom, blending the use of AI-powered online applications with experiential drama techniques. These digital tools, accessed through computers and portable devices available in the classroom, supported learners in generating content, exploring multiple perspectives, and engaging in reflective dialogue. The intervention employed a mixed-methods research design and was conducted with a convenience sample of 46 11-year-old students attending an urban public primary school. Data were collected through pre- and post-intervention questionnaires, classroom observations, and focus group interviews. Quantitative results indicated a measurable improvement in students’ ability to analyse, evaluate, and justify ideas, while qualitative data provided evidence of increased engagement, collaborative interaction, and deeper metacognitive awareness. The findings suggest that the purposeful integration of AI into classroom practice, when combined with creative and participatory learning methodologies such as drama, can contribute meaningfully to the cultivation of critical and reflective thinking in young learners. Moreover, this interdisciplinary approach was found to support inclusive participation by offering varied entry points for student expression and understanding. The study highlights the relevance of reimagining digital or mobile-supported pedagogy through the lens of artistic and dialogic learning, particularly in educational contexts that aim to equip students with essential 21st century skills. It also opens pathways for further research into how AI enhanced environments can foster equity, creativity, and cognitive engagement in primary classrooms.

Keywords
reflective learning, digital pedagogy, dialogic interaction, interdisciplinary education, inclusive practice, metacognitive development

Article Details

How to Cite
Kotsidis, K., & Dima, A. (2025). Integrating AI Tools and Drama Pedagogy in Digital Classrooms to Foster Critical Thinking and Inclusion in Primary Education. Advances in Mobile Learning Educational Research, 5(2), 1524-1535. https://doi.org/10.25082/AMLER.2025.02.008
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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