Is the growing use of AI and AI-powered technology proof of a culturally relevant curriculum?

by Jasmine Coy

The question of whether the growing use of artificial intelligence (AI) and AI-powered technology is proof of a culturally relevant curriculum has become increasingly important in modern education. Schools are rapidly introducing AI tools, virtual reality (VR), and metaverse platforms into classrooms in an effort to modernize learning and prepare students for a technology-driven future. However, while these innovations may make education more interactive and personalized, they do not automatically create culturally relevant curriculum. Culturally relevant teaching focuses on connecting lessons to students’ identities, experiences, and communities while building meaningful relationships between teachers and students. The articles by Radloff, Yeter, and Chiu; LaMear and Gillern; and “The Metaverse Is Already Here, and K–12 Schools Are Using It for Education” suggest that AI can support culturally responsive teaching, but only when it is used thoughtfully and alongside human interaction. Although some people argue that the integration of AI itself proves schools are adapting to students’ modern cultural realities, others believe technology alone cannot replace authentic connection and representation in education.

In the article Intelligent-TPACK in Teacher Education: Examining Preservice Elementary Teachers’ Emerging Views About AI Classroom Use, Radloff, Yeter, and Chiu examine how future elementary school teachers view AI in the classroom. Many preservice teachers believed AI could improve instruction by personalizing learning and increasing accessibility for students. AI tools can adapt assignments to different learning levels, provide quick feedback, and support students who may struggle academically. These possibilities suggest that AI has the potential to support culturally relevant teaching because students have diverse educational needs and backgrounds. However, the teachers in the study also expressed concerns about ethical issues, bias, and overdependence on technology. These concerns reveal that technology alone cannot ensure cultural relevance. If AI systems contain biased information or fail to recognize students’ lived experiences, they may actually limit inclusion rather than support it.

Similarly, the article “The Metaverse Is Already Here, and K–12 Schools Are Using It for Education” explains that immersive technologies such as VR and metaverse learning are becoming increasingly common in schools. Education experts describe these technologies as almost inevitable in the future of education because they create engaging and interactive learning experiences. The article argues that schools should involve teachers, students, and parents in designing these new systems and understand that innovation requires time and adjustment. This supports culturally relevant curriculum because collaboration with families and communities is an important part of culturally responsive teaching. The metaverse may allow students to explore historical sites, cultural experiences, and simulations that traditional classrooms cannot easily provide.

However, the article also recognizes that many teachers, students, and parents became exhausted by technology during remote learning in the COVID-19 pandemic. Online learning often left students feeling disconnected from classmates and teachers. This highlights one of the biggest limitations of relying too heavily on technology in education. Human interaction remains essential because students need emotional support, communication, and a sense of belonging within the classroom. In-person learning creates opportunities for discussion, collaboration, and personal connection that cannot always be replicated through screens or AI systems.

A strong counterargument is that the growing use of AI actually is proof of culturally relevant curriculum because technology reflects the realities of modern society and student culture. Today’s students grow up surrounded by smartphones, social media, AI tools, and digital communication. Supporters of this perspective argue that schools must integrate technology to remain relevant to students’ everyday lives. AI can also provide students with personalized instruction, translation tools, accessibility features, and creative opportunities that may help diverse learners succeed. From this viewpoint, incorporating AI into classrooms demonstrates that educators are adapting to changing cultural and technological environments.

However, while this counterargument has merit, technology alone does not guarantee cultural relevance. LaMear and Gillern’s article, AI Is Like 50% Good and 50% Bad: Exploring the Strengths and Challenges of AI in the Elementary Writing Classroom, demonstrates that students themselves recognize both the strengths and weaknesses of AI. Although AI can help students brainstorm and organize writing, students also worried that it could reduce creativity and independent thinking. Culturally relevant curriculum depends on students expressing their own voices, perspectives, and identities. If students rely too heavily on AI-generated responses, their authentic experiences may become less visible in the classroom.

Overall, the increasing use of AI and AI-powered technology is not definite proof of culturally relevant curriculum. Instead, it represents a shift toward modernized education that hasthe potential to support culturally responsive teaching when used carefully and inclusively. AI and VR can increase engagement, accessibility, and personalized learning, but they cannot replace the human relationships and cultural understanding that are central to effective teaching. True culturally relevant curriculum requires teachers to build connections with students, value diverse perspectives, and create environments where students feel represented and understood. Technology can enhance these goals, but it cannot achieve them on its own.

References

• LaMear, R., & Gillern, S. (2025). “AI is like 50% good and 50% bad”: Exploring the strengths and challenges of AI in the elementary writing classroom. The Reading Teacher, 79(1). https://doi.org/10.1002/trtr.70014
• Radloff, J., Yeter, I. H., & Chiu, T. K. F. (2025). Intelligent-TP ACK in teacher education: Examining preservice elementary teachers’ emerging views about AI classroom use. Computers and Education Open, 9, Article 100307. https://doi.org/10.1016/j.caeo.2025.100307
• “The Metaverse Is Already Here, and K–12 Schools Are Using It for Education.” (n.d.). EdTech: Focus on K–12. Retrieved May 16, 2026, from https://edtechmagazine.com/k12/article/2022/08/metaverse-already-here-and-k-12-schools-are-using-it-education-perfcon