Jogando o jogo inteiro : como a escolarização aberta com STEM e IA empodera os estudantes para transformar vidas e o planeta

Alexandra Okada

doi:10.23925/1809-3876.2025v23e73918

Authors

Alexandra Okada University UK

DOI:

https://doi.org/10.23925/1809-3876.2025v23e73918

Keywords:

open schooling, CARE–KNOW–DO, pedagogical design, student agency, transversal skills

Abstract

This article argues that Artificial Intelligence (AI) literacy and transversal skills do not emerge from fragmented and decontextualised approaches, nor from technology access alone. Instead, they develop through open schooling when students engage with meaningful community problems they care about, build relevant curriculum knowledge, and act with schools, families, and scientists. Across three countries, six teachers implemented CARE-KNOW-DO with 330 students from low-income families aged 12–19. This qualitative study analyses teachers’ lesson reports, surveys, and interviews, triangulating student findings to identify convergence without re-analysis. Country contrasts reveal contextual variations and pedagogical inflections, offering rigorous interpretation without implying causality. Linking Freire’s pedagogy of autonomy, Perkins’ playing-the-whole-game, and Hodson’s action-oriented education with CARE-KNOW-DO, pedagogical design was identified as the primary lever for equity in confidence, agency, and aspiration, with teachers positioned as key educators in empowering students now and in the future.

Author Biography

Alexandra Okada, University UK

Doutora em Educação; Professora Associada em Educação Global e Transformação Digital na Open University (Reino Unido); e no Laboratório de Políticas Inclusivas da Organização das Nações Unidas para a Educação, a Ciência e a Cultura (Unesco).

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