Creative Learning as a Pedagogical Framework for the Use of Generative Artificial Intelligence in K-12 Education

• Flávia Linhalis UNICAMP
• Paulo César Polastri UNICAMP
• Julio Cesar dos Reis UNICAMP

DOI: https://doi.org/10.5753/wie.2025.13198

Abstract

This article investigates how the pillars of Creative Learning (Projects, Peers, Passion, and Play) can function as a pedagogical framework for the use of Generative Artificial Intelligence (GenIA) in Basic Education. Through a systematic review of the research meta-synthesis type, we analyzed two studies that report classroom experiences with the use of ChatGPT with students. The results indicate clear evidence of student authorship, peer collaboration, affective engagement, and creative exploration – central elements of Creative Learning (CL). Our findings highlight the strategic role of the teacher as a critical mediator and pedagogical curator. Our study concludes that CL is an appropriate pedagogical framework for integrating innovation and meaning in practices involving students, teachers, and GenIA.

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