AI-Enhanced Digital Exhibits as Inquiry-Driven Civic Practice in the Great Lakes Region

Erik Kormos, Ashland UniversityFollow

Keywords

artificial intelligence, civic education, place-based learning, inquiry learning, digital exhibits, educational technology, social studies, equity

Abstract

This article presents a pedagogical framework for using AI-enhanced digital exhibits to support inquiry-based civic learning in the Great Lakes region. Students investigate meaningful community questions, use AI tools strategically for research and analysis, and create public-facing exhibits that develop civic reasoning and agency. The framework addresses grade-band applications (K–12) and emphasizes equity, ensuring all students, regardless of school funding, develop AI literacy and access authentic civic inquiry opportunities. The article articulates essential ethical considerations including data privacy, algorithmic bias, and teacher mediation, and provides a practical implementation framework for educators. Drawing on research in place-based education and inquiry learning, the approach is grounded in the Great Lakes region's rich environmental, economic, labor, and Indigenous history, while remaining scalable across diverse communities nationwide.

Recommended Citation

Kormos, Erik (2026) "AI-Enhanced Digital Exhibits as Inquiry-Driven Civic Practice in the Great Lakes Region," The Great Lakes Social Studies Journal: Vol. 6: Iss. 1, Article 3.
DOI: https://doi.org/10.25035/glssj.06.01.03
Available at: https://scholarworks.bgsu.edu/glssj/vol6/iss1/3