Title: Mission (Im)possible? Preparing Language Learners for Polarised Discourse in the Age of Generative AI
Names of presenters: Katarzyna Machała, PhD; Jolanta Rutkowska, M.A.; Natalia Szymaszek, M.A.
Affiliation: Jagiellonian University, Krakow, Poland
Email addresses: katarzyna.machala@uj.edu.pl; jola.rutkowska@uj.edu.pl; n.szymaszek@uj.edu.pl
Keywords: generative AI; fake news; misinformation; media literacy; ethical language education; critical thinking
Abstract:
The rapid development of generative AI tools has significantly intensified one of the most pressing challenges of the digital age: social and ideological polarisation. The ease with which AI can generate persuasive fake news, manipulated images, and emotionally charged narratives has lowered the threshold for misinformation to spread, often deepening divisions and eroding trust in public discourse. For language teachers, this presents not only a technological challenge but also an ethical and pedagogical one. This presentation argues that language education is a crucial space for addressing AI-driven polarisation by reaffirming the human dimensions of communication: critical judgement, emotional awareness, and constructive dialogue. After briefly outlining how irresponsible uses of AI contribute to the amplification of polarised narratives, the paper will explore how such phenomena can be meaningfully integrated into EFL and EAP classrooms. Drawing on concrete examples of AI-generated fake news and images, the presentation will demonstrate how these materials can be used as discussion prompts and analytical texts in language classes. It will then move on to a set of practical, classroom-tested tasks designed to foster critical thinking and media literacy, such as “fallacy busters,” source evaluation activities, and guided debates that prioritise respectful disagreement. Particular attention will be paid to helping students recognise emotional manipulation, question algorithmic authority, and practise language for nuanced, non-confrontational argumentation. By equipping learners with linguistic tools and critical frameworks, language teachers can help students navigate polarised digital environments more responsibly and ethically, positioning language education as a key site for sustaining democratic dialogue in the age of AI.