Stage-Specific Uses of AI Digital Tools in Coexistence-Oriented Debate: A Case Study in Elementary Classrooms

Abstract

This study examines stage-specific uses of AI digital tools in the Yeokjisaji (“putting oneself in another’s place”) coexistence-oriented debate model through a qualitative case study in elementary grades 4–6. Drawing on a 2024 curriculum-linked program at M Elementary School (14 projects, 5 classes, 123 students), the study analyzed literature, teaching plans, student products, reflective journals, teacher records, and supplementary pre–post survey data. Across the four stages—Viewing, Examining, Reversing, and Seeking the Wisdom of Coexistence—AI tools served four educational functions: supporting data access, extending thinking, supporting product expression, and supporting metacognitive reflection. In practice, AI use was concentrated in the Seeking-the-Wisdom-of-Coexistence stage, while use in the perspective-taking Reversing stage was most limited. This gap suggests that perspective-taking is cognitively demanding and cannot simply be delegated to external tools. Supplementary quantitative analysis showed pre–post gains in transformative competencies (overall t = −10.339, p < .001, dz = 0.93), but these results are interpreted cautiously within the single-group design. Viewed through a Universal Design for Learning lens, AI tools may reduce selected participation barriers when used with teacher mediation.