Desi̇gn, implementati̇on, and evaluati̇on of an arti̇fi̇ci̇al intelli̇gence-supported curri̇culum for developi̇ng awareness of sustai̇nable li̇vi̇ng

This study aims to design, implement, and evaluate the "Artificial Intelligence-Supported Curriculum for Developing Awareness of Sustainable Living" for gifted and talented middle school students attending Science and Art Centers (BİLSEM). In this study, both quantitative and qualitative research methods were employed, and the research design was a mixed-methods approach. According to Creswell and Plano Clark's classification of mixed-methods research, this study was structured within the scope of a convergent parallel design, in which quantitative and qualitative data were collected simultaneously, analyzed separately, and the results were interpreted together. The quantitative dimension of the research employed an experimental model; specifically, a single-group pretest–posttest experimental research design was utilized. In the qualitative dimension of the study, the students' views were analyzed in depth. The study group consists of 24 students in the 5th, 6th, and 7th grades attending a Science and Art Center in Istanbul. The 8th-grade students were excluded due to their preparation for the High School Entrance Examination (LGS). Quantitative data were collected using the "Awareness Scale for Sustainable Living" and the "General Attitude Scale Towards Artificial Intelligence." In contrast, qualitative data were collected using the "Knowledge and Opinion Form on Sustainability and Artificial Intelligence" and the "Curriculum Evaluation Form" developed by the researcher. Quantitative data were analyzed using the dependent samples t-test, and qualitative data were analyzed using content analysis. The purpose and content of the curriculum were prepared based on the 17 Sustainable Development Goals determined by the United Nations, and the teaching–learning process was designed using active teaching methods supported by artificial intelligence tools. The curriculum was implemented over a period of 10 weeks. Taba's curriculum development model carried out the design process of the curriculum, while the evaluation process was conducted according to Tyler's objective-based curriculum evaluation model. According to the study's results, the curriculum created a significant difference in students' awareness of sustainable living and their positive attitudes towards artificial intelligence. The students stated that they found the curriculum innovative, engaging, and instructive, especially because artificial intelligence tools supported it. They also indicated that these tools facilitated their understanding of sustainability-related topics through concrete examples, made the learning process more interactive, and increased their motivation towards the lessons. By designing, implementing, and evaluating a curriculum aimed at developing awareness of sustainable living through the use of artificial intelligence for BİLSEM, this study presents an original curriculum model.