Competing Perspectives on Water Pollution for High School Students: A Q-Method Approach and Extended AI-Based Responses
Keywords:
environmetnal education, water pollution, generative AI chatbots, Q-methodologyAbstract
High school environmental education faces significant challenges from diverse competing perspectives, ranging from sustainability advocates to political conflicts and economic interests. This study critiques existing research on environmental education based on two key points: First, the conventional approach to high school environmental education predominantly concentrates on nature-related aspects. Past research tends to overlook political, economic, and community dimensions, essentially providing an incomplete view of environmental education education. Secondly, little empirical research has compared human perspectives on environmental education with generative AI-based viewpoints. This comparison can contribute to enhancing the holistic view of environmental education by incorporating diverse human perspectives alongside AI-generated responses. This study employs the Q-methodology that can uncover latent viewpoints by analyzing diverse opinions. Moreover, this study attempts to compare the differences and similarities of responses from generative AI chatbots and humans. While some issues receive recognition from both humans and AI, others are acknowledged only by humans. Combining the insights from the Q-methodology and the comparison of human and AI chatbot responses, this research contributes to a deeper understanding of water-related environmental education and perspectives
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