Teachers' Evaluation Skills on AI-generated Data Utilized in Educational Environmental Research

Abstract

The growing integration of Artificial Intelligence (AI) in education offers both opportunities andchallenges, particularly concerning the evaluation of the validity and reliability of AI-generated data. Thisstudy examines in-service primary and secondary teachers’ attitudes and skills in critically assessingtextual information produced by freely accessible AI tools such as ChatGPT, DeepSeek, and Gemini, witha specific focus on urban heatwaves as climate change-related issue. Employing a quantitativemethodology, 279 teachers were surveyed using a questionnaire grounded in the CRAAP framework toassess their skills in evaluating AI-generated content. Findings reveal that some educators are concernedabout students relying on AI tools for environmental research, worrying that such use may reinforcemisconceptions, particularly in the context of socio-environmental issues such as urban heatwaves.Furthermore, several teachers reported difficulties in effectively assessing the validity and reliability ofAI-generated information across all dimensions of the CRAAP framework. These findings highlight theneed for targeted training programs to enhance teachers’ digital literacy and critical evaluation skills inthe context of emerging AI technologies.

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