RT info:eu-repo/semantics/article
T1 AI in Biodiversity Education: The Bias in Endangered Species Information and Its Implications
A1 Bobo Pinilla, Javier
A1 Delgado-Iglesias, Jaime
A1 Reinoso Tapia, Roberto
A1 de Pedro Noriega, Luis
A1 Gallego Diaz, Ana María
A1 Quirós Alpera, Susana
AB The use of AI-generated content in education is significantly increasing, but its reliability forteaching natural sciences and, more specifically, biodiversity-related contents still remainsunderstudied. The need to address this question is substantial, considering the relevancethat biodiversity conservation has on human sustainability, and the recurrent presence ofthese topics in the educational curriculum, at least in Spain. The present article tests theexistence of biases in some of the most widely used AI tools (ChatGPT-4.5, DeepSeek-V3,Gemini) when asked a relevant and objective research question related to biodiversity. Theresults revealed both taxonomic and geographic biases in all the lists of endangered speciesprovided by these tools when compared to IUCN Red List data. These imbalances maycontribute to the perpetuation of plant blindness, zoocentrism, and Western centrism inclassrooms, especially at levels where educators lack specialized training. In summary, thepresent study highlights the potential harmful impact that AI’s cultural and social biasesmay have on biodiversity education and Sustainable Development Goals-aligned learningand appeals to an urgent need for model refinement (using scientific datasets) and teacherAI literacy to mitigate misinformation.
PB MDPI
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/76477
UL https://uvadoc.uva.es/handle/10324/76477
LA spa
NO Sustainability, 2025, 17, 6554, 1-18
DS UVaDOC
RD 19-jul-2025