Integrative Artificial Intelligence in Civic Education: A Model for Future Civic Education Learning Design

Abstract

The development of artificial intelligence (AI) demands a transformation in Civic Education learning so that it remains pedagogically relevant, ethically accountable, and democratically meaningful within the digital democracy ecosystem. This study aims to develop and refine an AI-based Civic Education learning design model through Educational Design Research (EDR). The research was conducted in Tuban Regency, East Java, Indonesia, involving 15 Civic Education lecturers, 30 university students, and 5 educational technology experts. The EDR process was carried out through three main phases: analysis and exploration, design and construction, and evaluation and reflection. Data were collected through interviews, focus group discussions, classroom observations, document analysis, expert validation, and limited implementation review. The data were analysed thematically and validated through triangulation, expert judgment, stakeholder feedback, and iterative refinement. The findings show that Civic Education learning requires four integrated components: adaptive civic personalisation, digital civic literacy strengthening, ethical and transparent AI governance, and reflective democratic participation. These components were developed into the AI–Pedagogical Civic Design (AI-PCD) model. The model was refined through formative expert validation and limited implementation involving lecturers and students. This study contributes theoretically to the intersection of AI in education and Civic Education by offering a model that integrates technological adaptation with democratic values, constitutional reasoning, and ethical accountability.