Akademik Veri Yönetim Sistemi
Collaborative Paradigms of Generative AI and Human Intelligence for Equitable Learning Futures, Faizan Ahmad; Jay Kumar Pandey; Momina Shaheen, Editör, IGI Global, New York, ss.149-180, 2026
This chapter critically examines the role of generative artificial intelligence (AI) in history education through the lenses of collective memory, historical consciousness, and human-centred pedagogy. It conceptualises generative AI not as a neutral instructional tool but as a dialogic and provisional partner whose educational value depends on sustained human mediation. Drawing on interdisciplinary literature from history education, memory studies, digital pedagogy, and AI ethics, the chapter analyses how AI-generated historical representations may either reproduce dominant narratives or open spaces for multiperspectivity and ethical reflection. It highlights key epistemic risks, including narrative closure, bias reproduction, and the erosion of evidentiary reasoning, and proposes a memory-sensitive pedagogical framework to guide responsible AI use. The chapter argues that generative AI can enrich historical inquiry only when human judgment, ethical accountability, and student authorship remain epistemically primary.