The Incorporation of AI ‐Enabled Culturally Relevant Narrative‐Based Learning Pedagogy to Engage Students in a Diverse STEM Classroom

ABSTRACT This study explores how AI‐enabled, culturally relevant, narrative‐based learning pedagogy influences engagement among ninth‐grade students in an Earth Science course. Conducted in two classrooms in a southeastern U.S. school predominantly attended by African American and Latinx students, we developed lesson plans on Earth Systems and Climate Change. Using a qualitative case study design, we examined one educator's implementation of AI‐enhanced lessons. Thematic analysis of exit surveys and students' artifacts revealed that narrative‐based learning significantly increased students' desire, engagement, and confidence in scientific concepts compared to conventional methods. This approach allowed students to integrate local and global knowledge, fostering deep questions about their science learning and encouraging exploration of problems and solutions.