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Paper short abstract

Drawing on a practice-based case from a science and arts education center, this paper explores how artificial intelligence and open educational resources can be used to design equitable and sustainability-oriented learning environments.

Paper long abstract

Educational systems are increasingly challenged to respond to global crises by reimagining learning futures that prioritize equity, sustainability, and social responsibility. In this context, the intersection of artificial intelligence (AI) and open educational resources (OER) offers significant potential to transform learning environments, while also raising important pedagogical and ethical questions.

This paper presents a practice-based case from a Science and Arts Center (BİLSEM) in Türkiye, focusing on a Sustainable Development Goals–oriented entrepreneurship workshop designed for gifted learners. Grounded in UNESCO’s Green Curriculum Guidance, Green School Quality Standards, and Global Citizenship Education (GCED) principles, the program integrates AI-supported learning tools and openly licensed educational resources to address themes of climate change and sustainability.

Within the workshop, AI is positioned not merely as a technological innovation but as a pedagogical support that enhances personalization, accessibility, and learner agency. OER are used to promote equitable access to knowledge, adaptability to local contexts, and collaborative knowledge production. Students engage in problem-based learning scenarios, develop sustainability-oriented entrepreneurial ideas, and translate these ideas into prototypes, thereby connecting learning with real-world action.

The paper discusses how this integrated approach contributes to students’ self-efficacy, global citizenship awareness, and sense of social and environmental responsibility. It also reflects on emerging pedagogical tensions related to teacher roles, ethical use of AI, and the balance between automation and human judgment in learning design.