Generative Artificial Intelligence (AI) is increasingly being used in geoscience research for modeling large datasets to understand various earth processes in the short and long-term. However, use of generative AI in geoscience classrooms, specifically for promoting systems thinking, resilience, and empathy is still in the exploratory stages. In this project students in two non-major discussion-based geoscience courses at UW-Whitewater used AI prompts for creating highly feasible imaginary disaster scenarios affecting local areas. They described the short- and long-term impacts of those imaginary scenarios on geosphere, biosphere, hydrosphere, and human society. They were then asked to formulate potential solutions to address those disasters and compare their solutions with those generated by AI. Those disaster scenarios and potential solutions were then used for in-class group discussions.
Using AI in classrooms in this manner can nurture students' creative thinking skills without sacrificing their critical thinking skills and support resilience for students who engage in material that highlights ecological disruption, climate instability, and long-term planetary change which can often evoke emotional distress. This can also make students aware of their own decision-making processes and empower them to believe that they are capable of finding potential solutions to seemingly hopeless situations not under their control and develop the ability to stay cognitively engaged and regulated under stress. This presentation will highlight our AI-based disaster activities and initiate a discussion on the implications of using AI in this way in classrooms.