Climate Change Education and Generative Artificial Intelligence: Critical and Transformative Digital Culture

Abstract

This paper shows a study, configured as a systematized and interpretative documentary review, critically analyzes the convergence between Climate Change Education (CCE) and Generative Artificial Intelligence (GAI). Its objective is to critically examine this convergence, identifying its potentialities, limitations, and challenges, with the purpose of contributing to the construction of a critical and transformative digital culture oriented towards climate justice. Findings show that GAI can personalize learning, simulate climate scenarios, and foster participatory methodologies, provided it is accompanied by rigorous ethical and pedagogical mediation. The contribution of the article lies in two dimensions: theoretically, by proposing the notion of a critical and transformative digital climate culture as an articulating category; and methodologically, by offering a systematized review that highlights tensions and gaps in the literature, translating the findings into conceptual and pedagogical guidelines.