Classroom Discussions of Social Issues in the Age of Generative AI: Epistemic Vigilance Against Bias and Bullshit

This study explores how students’ use of AI to generate information about social issues affects the results and dynamics of classroom discussions. The idea is to examine AI’s contribution when it is used by students the way they typically would, employing conceptual tools of Basil Bernstein and Legitimation Code Theory. The data comes from two discussion-based lessons taught in three upper-secondary social studies classes in Sweden. Results show that students’ ideas may be influenced by biased AI-generated information foregrounding a more essentialist view of gender while marginalizing non-binary perspectives. This indicates that generative AI can be a powerful agent in the classroom, and we identify AI optimism and vigilance in students’ views and relations to AI as an agent. We further suggest that vigilance requires (a) AI literacy to understand its limitations and uses and (b) clarity about what the core requirements of the task are to avoid imitation and bullshit.