Children’s Negotiation of AI-Generated Knowledge and Local Cultural Knowledge in Primary Classrooms
Keywords:
artificial intelligence literacy, local ecological knowledge, primary education, ecological learning, epistemic reasoningAbstract
Artificial intelligence (AI) is increasingly becoming part of children's learning environments, yet limited attention has been given to how primary school students evaluate AI-generated ecological information through locally situated knowledge. This study explores how students in East Lombok, Indonesia, interpret AI-generated ecological information and negotiate it with Local Ecological Knowledge (LEK). A qualitative descriptive approach was employed using semi-structured interviews, classroom observations, and student learning artifacts. The analysis focused on students' perceptions of AI, their use of LEK as a reference for evaluating AI-generated information, and their responses to contradictory knowledge claims. The findings identified three themes: AI as a new source of ecological information, local ecological knowledge as an epistemic reference, and verification and negotiation of contradictory knowledge. Students generally perceived AI as a useful and accessible source of information but did not consistently regard its responses as unquestionable. Family knowledge, community experience, and direct observation were used to assess the contextual relevance of AI-generated ecological information. When contradictions emerged, students questioned the information, consulted teachers or other knowledge holders, compared it with personal experience, and proposed direct observation. The findings suggest that LEK can function as an epistemic resource for developing children's critical engagement with AI. Integrating AI literacy with locally grounded ecological learning may therefore provide a culturally relevant pathway for strengthening students' capacity to evaluate, verify, and negotiate AI-generated knowledge.
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