AI-POWERED DIFFERENTIATED FLIPPED CLASSROOM DESIGN THINKING: FOSTERING DIGITAL LITERACY, CREATIVE THINKING, AND SELF-EFFICACY

Abstract

The integration of Artificial Intelligence (AI) into the Flipped Classroom Design Thinking model offers a promising approach to enhance digital literacy, creative thinking skills, and self-efficacy among university students. This hypothetical model proposes a student-centered learning environment that combines independent learning with collaborative interactions. The model's syntax involves out-of-class activities such as mind mapping, observation, brainstorming using AI, prototype development, and testing, followed by in-class activities like presentations, evaluations, discussions, and wrap-up sessions. The model's effectiveness is supported by various learning theories, including constructivism, cognitivism, social cognitive theory, Vygotsky's sociocultural theory, transformative learning theory, and connectivism. The integration of AI tools further empowers students to explore innovative solutions, receive personalized feedback, and engage in collaborative learning experiences. By fostering digital literacy, creative thinking, and self-efficacy, this model has the potential to equip students with essential skills for success in the 21st century. It also promotes a deeper understanding of concepts, problem-solving abilities, collaboration, communication skills, motivation, critical thinking, and overall academic achievement. The proposed model represents a significant step towards leveraging AI's potential to create transformative learning experiences that prepare students for the challenges and opportunities of the digital age.