Speculative futures of education: utopian and dystopian scenarios envisioned by Chatgpt, Gemini, and Deepseek
Abstract This exploratory study investigates the potential trajectories of education through a unique thought experiment conducted using three artificial intelligence (AI)-powered chatbots, namely GPT-4o, Gemini 2.0 Flash, and DeepSeek R1. The chatbots were tasked with generating both utopian and dy...
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| Format: | Article |
| Language: | English |
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Springer
2025-08-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00692-3 |
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| author | Jessie Ming Sin Wong |
| author_facet | Jessie Ming Sin Wong |
| author_sort | Jessie Ming Sin Wong |
| collection | DOAJ |
| description | Abstract This exploratory study investigates the potential trajectories of education through a unique thought experiment conducted using three artificial intelligence (AI)-powered chatbots, namely GPT-4o, Gemini 2.0 Flash, and DeepSeek R1. The chatbots were tasked with generating both utopian and dystopian scenarios for the future of education, providing a glimpse into how these systems conceptualize key themes such as equity, creativity, and technology integration. A comparative analysis of the scenarios reveals shared trends and critical differences. Utopian visions commonly emphasize equity, collaboration, and sustainability, while dystopian scenarios caution against inequity, control, and the erosion of individuality. Remarkably, AI frequently appears as a central driver of change within these scenarios, reflecting the underlying assumptions embedded in these chatbot systems. This experiment not only highlights recurring patterns in AI-generated futures but also raises critical questions about the potential blind spots, omissions, and biases embedded in such tools. The findings prompt reflection on the value of AI in speculative future thinking and its limitations in capturing the complexities of education. Implications for policymakers, educators, and technologists include the need to critically assess AI’s role in shaping discourse about education and ensure that human values, equity, and sustainability guide future educational frameworks. |
| format | Article |
| id | doaj-art-15ea19e6b7e643c0a7e57e57f0e76f8f |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-15ea19e6b7e643c0a7e57e57f0e76f8f2025-08-20T03:46:11ZengSpringerDiscover Education2731-55252025-08-014111910.1007/s44217-025-00692-3Speculative futures of education: utopian and dystopian scenarios envisioned by Chatgpt, Gemini, and DeepseekJessie Ming Sin Wong0School of Education and Languages, Hong Kong Metropolitan UniversityAbstract This exploratory study investigates the potential trajectories of education through a unique thought experiment conducted using three artificial intelligence (AI)-powered chatbots, namely GPT-4o, Gemini 2.0 Flash, and DeepSeek R1. The chatbots were tasked with generating both utopian and dystopian scenarios for the future of education, providing a glimpse into how these systems conceptualize key themes such as equity, creativity, and technology integration. A comparative analysis of the scenarios reveals shared trends and critical differences. Utopian visions commonly emphasize equity, collaboration, and sustainability, while dystopian scenarios caution against inequity, control, and the erosion of individuality. Remarkably, AI frequently appears as a central driver of change within these scenarios, reflecting the underlying assumptions embedded in these chatbot systems. This experiment not only highlights recurring patterns in AI-generated futures but also raises critical questions about the potential blind spots, omissions, and biases embedded in such tools. The findings prompt reflection on the value of AI in speculative future thinking and its limitations in capturing the complexities of education. Implications for policymakers, educators, and technologists include the need to critically assess AI’s role in shaping discourse about education and ensure that human values, equity, and sustainability guide future educational frameworks.https://doi.org/10.1007/s44217-025-00692-3Artificial intelligence (AI)EquityFuture of educationChatbotDeepseek |
| spellingShingle | Jessie Ming Sin Wong Speculative futures of education: utopian and dystopian scenarios envisioned by Chatgpt, Gemini, and Deepseek Discover Education Artificial intelligence (AI) Equity Future of education Chatbot Deepseek |
| title | Speculative futures of education: utopian and dystopian scenarios envisioned by Chatgpt, Gemini, and Deepseek |
| title_full | Speculative futures of education: utopian and dystopian scenarios envisioned by Chatgpt, Gemini, and Deepseek |
| title_fullStr | Speculative futures of education: utopian and dystopian scenarios envisioned by Chatgpt, Gemini, and Deepseek |
| title_full_unstemmed | Speculative futures of education: utopian and dystopian scenarios envisioned by Chatgpt, Gemini, and Deepseek |
| title_short | Speculative futures of education: utopian and dystopian scenarios envisioned by Chatgpt, Gemini, and Deepseek |
| title_sort | speculative futures of education utopian and dystopian scenarios envisioned by chatgpt gemini and deepseek |
| topic | Artificial intelligence (AI) Equity Future of education Chatbot Deepseek |
| url | https://doi.org/10.1007/s44217-025-00692-3 |
| work_keys_str_mv | AT jessiemingsinwong speculativefuturesofeducationutopiananddystopianscenariosenvisionedbychatgptgeminianddeepseek |