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p-Index From 2021 - 2026
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All Journal Language, Technology, and Social Media
Davoodi, Amin
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EQUAL AI: A Framework for Enhancing Equity, Quality, Understanding and Accessibility in Liberal Arts through AI for Multilingual Learners Davoodi, Amin
Language, Technology, and Social Media Vol. 2 No. 2 (2024): December 2024 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v2i2.139

Abstract

The integration of artificial intelligence (AI) into liberal arts education offers a transformative opportunity to address the diverse needs of multilingual and multicultural learners. Consequently, this study introduces the EQUAL AI framework (Enhancing Equity, Quality, Understanding, and Accessibility in Liberal Arts through AI), a structured approach to utilizing AI to foster inclusion and innovation in liberal arts pedagogy. The framework identifies five key domains: linguistic support, cultural representation, creative expression, critical thinking, and collaborative learning. Additionally, the study underscores the necessity of systemic support, particularly through professional development programs that equip educators with technical proficiency, ethical awareness, and the ability to critically assess AI tools. By tackling challenges such as algorithmic bias, data privacy, and the digital divide, the study advocates for culturally responsive policies and inclusive practices. The EQUAL AI framework envisions liberal arts education as a space for equitable participation and cultural understanding, positioning AI as a tool to enhance rather than replace humanistic pedagogy, ensuring its relevance in a technology-driven, interconnected world.
Applied AI and Pedagogical Judgment in Multilingual Teaching and Learning: Bringing EQUAL AI to Life Davoodi, Amin
Language, Technology, and Social Media Vol. 3 No. 2 (2025): December 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i2.347

Abstract

In recent years, there have been a variety of ethical frameworks proposed for utilizing AI technologies in higher education. A pervasive issue across many of these frameworks is that they do not adequately bridge the gap between theoretical principles and practical application. Several frameworks articulate their underlying theoretical values; however, very few provide concrete examples of how these values are embodied, negotiated, or resisted within day-to-day instructional environments. This article addresses this gap by examining the implementation of the EQUAL AI framework, as proposed by Davoodi in 2024, within a multilingual graduate education context. Utilizing a narrative inquiry approach, this study examines three classroom cases drawn from a graduate-level research methodology course that illustrate the ways AI has transformed pedagogical tensions associated with language, authorship, confidence, and ethical accountability. The findings emphasize the need to view AI use as a function of instructional judgment rather than solely as a compliance issue or a neutral pedagogical tool. Ethical accountability in AI-mediated learning depends on the sustained visibility of students’ intellectual labor, as well as on pedagogical strategies that clarify, repair, and reframe AI use as learning unfolds. This article further demonstrates that conceptual frameworks such as EQUAL AI derive pedagogical power only when enacted at the local level through context-sensitive instructional decision-making processes embedded in lived teaching experiences. As such, this study contributes to research on AI in higher education by reconceptualizing AI integration as an adaptive, human-centered pedagogical process within multilingual educational settings, where issues of academic identity, linguistic vulnerability, and legitimacy are continually negotiated.
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