AI 기반 다문화교육 실천 경험에 관한 사례 연구

초록

This qualitative case study examines elementary school teachers' perceptions and experiences in practicing Artificial Intelligence (AI) based multicultural education. Data were collected from two teachers through lesson material analysis and in-depth interviews. The findings reveal that AI-based multicultural education is dynamically configured by school contexts and individual pedagogical philosophies. Teacher Park, in a small rural school, implemented a relation-oriented curriculum leveraging generative AI and metaverses to expand restricted social networks, emphasizing critical literacy grounded in foundation skills. Conversely, Teacher Kim, in an urban school, utilized image-generation AI to overcome expressive barriers, prompting students to structurally interrogate institutional practices like school lunch systems. Ultimately, this study demonstrates that AI-based multicultural education can transcend functional, assimilationist support, serving as a medium to extend relational and critical practices. It highlights the necessity of multi-faceted teaching roles that guide students to critically navigate technological limitations.

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