Abstract
Objective. The objective of this study was to analyze the ability of high school students to search for and create content on the environment using generative artificial intelligence (GAI).
Design/Methodology/Approach. This employed a cross-sectional, nonexperimental, and analytical approach, utilizing quantitative techniques. The participating high school students (n = 40) completed a self-assessment of their proficiency with GAI. Subsequently, they engaged in guided utilization of GAI to create infographics on an environmental subject and shared their perceptions regarding the experience of developing this particular type of digital content. Furthermore, the resulting infographics and the set of prompts (instructions) used were evaluated to ascertain their actual level of proficiency in GAI.
Results/Discussion. A significant proportion of the sample, specifically 85%, identified as novices in the utilization of GAI, as they acknowledged its existence but lacked practical experience. In a similar vein, it was reported that all participants were unaware of the recommended formats for providing instructions to AI. However, participants expressed a belief that interacting with GAI is not complicated; they simply require further training to provide instructions that generate efficient responses and outputs with a lower environmental impact.
Conclusions. Instruction in the classroom should include training students—from a critical perspective—in the proper use of GAI and other available digital resources. This will ensure that students are competitive in the job market while also maintaining sustainability.
Originality/Value. This study constitutes an inaugural investigation into the guided implementation of GAI in educational contexts, with a focus on addressing environmental concerns in Latin American contexts.