Climate Literacy in Education

The Ethics of Using Generative Artificial Intelligence for Climate Literacies

Mark Sulzer

University of Cincinnati

Macy Bruner

Finneytown Secondary Campus

Robert Cornwell

McNicholas High School

Keywords: Climate literacy, Generative AI, GenAI, Ethics, Climate Justice, Climate Emergency

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Abstract

We argue that GenAI runs contrary to climate literacy, a stance that emerged after a period of experimenting with Large Language Models (LLMs). This article explores this position by presenting ethical questions around GenAI, ranging from light concerns to the darkest dilemmas of the climate emergency. We conclude by offering a three-step instructional framework based on shifting our approach from teaching with GenAI to teaching about it. The framework emphasizes investigating the presence of GenAI in our lives, raising awareness about GenAI’s environmental costs, and making something real (an essay, poem, infographic, skit, and so on) to convey ideas about climate justice. We close the article by providing a link to additional resources.