Integrating Deep Learning and Creativity in English Education: A Conceptual Framework for 21st-Century Classrooms
Keywords:
Deep Learning, Creativity, AI in language education, Meaningful learningAbstract
The growing presence of artificial intelligence (AI) in education has reshaped how English language learning is conceptualized and enacted. Among AI-driven innovations, deep learning has emerged not only as a computational model but also as a pedagogical orientation capable of supporting deeper engagement and creative language use. This conceptual study examines how deep learning can be leveraged to foster creativity in English language education, with particular reference to primary and secondary EFL contexts in Indonesia, where a deep learning–oriented approach has been incorporated into the national education agenda. Using a systematic conceptual review, the study synthesizes interdisciplinary literature on deep learning and AI in education, TESOL pedagogy, creativity in language learning, and learning science, alongside relevant policy documents. The analysis yields three interrelated insights: creativity as a core process in English language learning; the pedagogical affordances of AI-powered deep learning for linguistic experimentation and reflective revision; and an integrative framework of mindful, meaningful, and joyful learning. By reframing deep learning as a pedagogical resource rather than a technical tool, this study offers a theoretically grounded framework for creativity-oriented English language instruction and outlines implications for curriculum design and teacher practice.
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