Unexpected outcomes from an AI education course among education faculty: Toward making AI accessible with marginalized youth in urban Mexico
Open accessAbstract
The authors explore the intersection of AI and equity in education, presenting a workshop designed for marginalized youth in urban Mexico. This reflective essay stems from their participation in the International Society for Technology in Education’s AI and education course. The lead author, a language education researcher who emphasizes equity in her scholarship, crafted a presentation on AI’s everyday applications for marginalized Mexican youth. Collaborating organically, the co-authors positioned this project as the course’s final collective output, fostering a unique blend of expertise and community engagement. The lead author designed the presentation for an organization with which she has partnered for over a decade, an educational project that supports learning and life skills, rooted in Don Miguel Ruiz’s Four Agreements, for children who live in a community of unofficial housing on the edge of railroad tracks in Cuernavaca, Mexico. The project aimed to bridge the global application of AI to marginalized Mexicans, facilitating a two-hour workshop in Spring 2023. Two additional faculty, technology education researchers, joined the effort to promote computational literacy equitably through culturally relevant pedagogy. They highlight their diverse scholarly backgrounds, positioning themselves as individuals from the margins, and share their motivation for creating a cogent and engaging workshop for the youth. The lead author reports on the unexpectedly rich conversation that unfolded during the workshop, underscoring the potential for AI to be inclusive as society navigates its integration into education.
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La IA ha demostrado un potencial significativo para fortalecer la inclusión educativa, especialmente en poblaciones tradicionalmente marginadas por barreras físicas o lingüísticas.
“Por otra parte, la IA ha demostrado un potencial significativo para fortalecer la inclusión educativa, especialmente en poblaciones tradicionalmente marginadas por barreras físicas o lingüísticas.”
From Avances, Retos Éticos y Perspectivas de la Inteligencia Artificial (IA) en la Educación de América Latina (2025) · cites this paper as [4]
La sección 2 (Contexto; página no indicada) afirma que la IA tiene potencial para ampliar el acceso al conocimiento y las oportunidades educativas, aunque advierte que ese potencial depende de condiciones de equidad y accesibilidad. El resumen describe un taller con jóvenes marginados, pero el texto no atribuye su marginación a barreras físicas o lingüísticas ni demuestra un efecto significativo sobre la inclusión de esos grupos. (LLM, conf=0.85)
Experimental — accuracy not yet measuredKasun et al. (2024) describieron un taller de IA dirigido a jóvenes marginados en zonas urbanas de México, donde se evidenció un impacto positivo en la alfabetización digital y la motivación académica.
“Kasun et al. (2024) describieron un taller de IA dirigido a jóvenes marginados en zonas urbanas de México, donde se evidenció un impacto positivo en la alfabetización digital y la motivación académica [4].”
From Avances, Retos Éticos y Perspectivas de la Inteligencia Artificial (IA) en la Educación de América Latina (2025) · cites this paper as [4]
The Abstract and Introduction describe a two-hour AI workshop for marginalized youth in urban Mexico. The Discussion reports that participants were highly engaged and interested, but it does not establish a positive impact on digital literacy or academic motivation; it notes that a participant-feedback survey would have improved the pilot. (LLM, conf=0.88)
Experimental — accuracy not yet measuredTecnologías como el reconocimiento de voz, la traducción automática y la generación de subtítulos en tiempo real han mejorado el acceso al contenido para estudiantes con discapacidades auditivas o visuales, así como para hablantes de lenguas indígenas o extranjeras.
“Tecnologías como el reconocimiento de voz, la traducción automática y la generación de subtítulos en tiempo real han mejorado el acceso al contenido para estudiantes con discapacidades auditivas o visuales, así como para hablantes de lenguas indígenas o extranjeras [4, 6].”
From Avances, Retos Éticos y Perspectivas de la Inteligencia Artificial (IA) en la Educación de América Latina (2025) · cites this paper as [4]
The Context section discusses AI and educational accessibility generally, but does not address whether speech recognition, automatic translation, or real-time captions improved content access for students with sensory disabilities or speakers of Indigenous or foreign languages. Searches for those technologies and groups found no supporting passage in our copy; no page numbers were provided. (LLM, conf=0.75)
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Cabrera-Fuentes, A., Martínez Pérez, D. Z., & Rementeria Fuentes, J. J. (2025) · Ciencia Latina Revista Científica Multidisciplinar · doi:10.37811/cl_rcm.v9i4.18603 · Cited by 4 · see citing works
- Authors
- Kasun, G. S., Liao, Y.-C., Margulieux, L. E., & Woodall, M.
- Affiliations
- Georgia State University (US)
- Corresponding author
- Kasun, G. Sue
- Venue
- Frontiers in Education
- Publisher
- Frontiers Media SA
- Published
- 2024-06-27
- Volume
- 9
- ISSN
- 2504-284X (ISSN-L)
- OpenAlex
- W4400087676
- Cited by
- 10
- References
- 4
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 1
- FWCI
- 3.77
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Funders
- National Science Foundation (1941642)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Safety Research › Ethics and Social Impacts of AI
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Keywords
- artificial intelligence in education, educational equity, marginalized youth, urban youth, informal settlements, computational literacy, culturally relevant pedagogy, AI accessibility, workshop design, community participation, language teaching, technology education
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