Implementation of “Travel for all” (SoI-HR-597)

Author: Mirko Andrić, geography and civic education teacher
School/Organization: Osnovna škola “Retfala” /Primary school Retfala

Introduction

How can artificial intelligence (AI) be used to learn about empathy, inclusion, and the geographical features of Africa? By having students use artificial intelligence and augmented reality (AR) to design solutions for enabling people with travel difficulties to experience Africa.

Today, people travel more than ever before, yet many still face obstacles that make traveling difficult or even impossible. Some people cannot travel at all, while others face significant challenges when they do. This was exactly the task given to the students: to find ways to bring Africa as a tourist destination closer to people who are unable to travel there (through 3D virtual journeys using AR and AI via the Artsteps program) and to assist those who can travel but have physical disabilities (through tourist brochure with tailored destinations and helpful instructions).

Over the course of a month and a half of geography lessons, even 81 students from three eighth-grade classes (aged 14 and 15) combined a range of skills, knowledge, and values during regular classes to complete this project. This learning scenario has an interdisciplinary approach and is fully integrated into the national geography curriculum for students enrolled in the regular program in the eighth grade of primary school. Additionally, this learning scenario also coincides with the national cross-curricular themes Civic Education and Personal and Social Development.

The core part and idea of the original scenario were used but it was adapted because of the context of curriculum (geography classes), technological progress (AI and augmented reality) and affinity of younger students (game-based learning).

At the very beginning, the students first brainstormed and analysed TV report about inclusion and empathy challenges for people with disabilities. Then, they were introduced to the project- based learning task they would be working on over the next month. Through videos, photographs, tourist brochures, and discussions, they were introduced to the lives of people with disabilities. At the same time, they explored and used resources from Europeana, learned how to work with artificial intelligence and augmented reality tools, created posters, and more. They worked on their final projects partly at home, but were regularly mentored by their teacher, as they uploaded their work to an online classroom. In the end, they published their works, assessed each other’s work, presented their solutions, and evaluated the entire process.

There are also additional tasks of implementation of this scenario: get to know Europeana, education and skills development about AI and official/verified sources of knowledge and materials, safe internet competences, practice languages skills (English language), encourage use of different tools (emphasis on AI) for education, encourage cross-curriculum learning, develop skills of workingmin pairs or groups, practice different methods of work, stimulate creativity, learning cross entertainment (edutainment).

Stages of Implementation

The core part and idea of the original scenario (combination of tourism and inclusion) were used but it was adapted because of the context of curriculum (geography classes, African context), technological progress (more new ICT tools: AI and augmented reality) and affinity of younger primary school students (game-based learning, empathy). The original scenario was made for students in National Vocational Tourism School so tourism was a key element. Here the emphasis was on AI, general geography, inclusion and empathy.

The original scenario is very inspiring as it includes many activities, interdisciplinarity, interactivity and many different sources and working methods. All of this has been considered and applied in the changed context of this implementation.

Motivation, Introduction, Preparation

Activity 1. Brainstorming and Analysis of a TV Report -10’
At the very beginning, students watched a highly relevant TV report about people with disabilities experiencing significant challenges organizing summer holidays in Croatia Students were encouraged to engage in a conversation, critically reflect, and share their own experiences regarding the topic. The photos are in the annex.

Activity 2. Introduction to Project-Based Learning -15’

After sensitization towards the challenges faced by travelers with disabilities, students were introduced to a project-based learning activity combining AI, geographical features of Africa, and inclusion. The project was presented to students via a Canva presentation. The photo is in the annex.

Activity 3. Europeana -15’

Students were briefly reintroduced to Europeana, as they had already used it the previous year (during SOI- “Take a trip with the Orient Express in the future”).

Using tablets provided in class, students explored the following Europeana resources for inspiration:

  1. Accessible Cyprus
  2. A Blind Man Is Led Through The Street By A Young Boy
  3. On Safari- Gallen-Kallela In Africa

They also explored custom-made Europeana galleries prepared for the project:

Special attention was given to discussing the importance of reliable sources (like Europeana) compared to unverified AI-generated information. Students learned about the necessity of critical thinking and verifying information sources. The photos are in the annex.

Activity 4. Choice of Work and Group Creation-10’
To boost motivation, students had a flexible choice regarding how they wanted to approach the
project:

1.Creating a Tourist Brochure inviting people with disabilities to Africa:

      • Must include AI-generated flag, Map of locations, at least 10 photos (minimum 3 from Europeana and 2 AI-generated)

      2. Creating a Virtual 3D Space (Artsteps program) filled with African images, sounds, videos, and colors, offering a multi-sensory experience for those unable to travel:

      • Must include AI-generated slogan, AI-generated flag, AI-generated song, Map of locations, at least 10 photos (minimum 4 from Europeana and 3 AI-generated)

      Students could either work individually or in groups of up to four. Students completing the brochure
      received one numerical grade and those who completing the virtual 3D space received two numerical grades. The photo is in the annex.

      Activity 5. Google Classroom and Padlet -5’
      Each class (out of three) was assigned a project in Google Classroom where all important information (instructions, examples, links, etc.) was shared. Students were informed about deadlines, how to submit their work, and how to communicate with the teacher for mentoring. For peer visibility and evaluation, students also submitted their projects on Padlet.

      Activity 6. Final motivation -20’
      To finalize the introductory phase one motivating activity was chosen from each of the three focus
      areas:

      1. AI- How to use AI tools in Canva
      2. Inclusion- Watching and analyzing the film We The 15/ Campaign Film for Paralympic Games (photo- annex)
      3. Geography- Using Mentimeter to share initial associations with Africa and travel (photos- annex)

      Main Part of the Working Process

      Activity 7. Main AI and AR Tools- 45’

      During the second week, students created an AI-generated song for their agency and chose their
      presentation method (3D space or tourist brochure). They used the following tools:

      Activity 8. Europeana Africa Posters -45’

      In the third week, students worked in groups to create posters illustrating the basic social and physical geography features of Africa, using only resources from Europeana galleries. The posters were first presented and then displayed in the classroom. The photos are in the annex.

      Activity 9. Additional AI Tools -45’
      During the fourth week, students focused on creating an AI flag, AI slogan, and AI-generated photos.
      The photos are in the annex. Tools used included:

      Activity 10. Home Finishing
      Since some parts of the project could not be completed during class time, students
      continued working at home. By the end of the fifth week, before the sixth week meeting, all projects
      had to be uploaded in two places: Google Classroom, Padlet.

      Presentation, Evaluation and Discussion

      Activity 11. Students Reviewing Each Other’s Work -45’

      In the sixth week, students used tablets to access the Padlet. They had 15 minutes to review each other’s work by leaving “hearts” and comments. While evaluating other students’ work on Padlet, students were presented with an evaluation rubric to improve their evaluation (taken directly from original scenario). Afterward, students discussed and justified their evaluations. The two best projects, based on student votes, were presented to the entire class. The photos are in annex.

      Activity 12. Teacher’s Evaluation -40’
      The teacher presented their own evaluations and grades. The two best projects, according to the teacher’s criteria, were also showcased. If the students’ choice and the teacher’s choice matched, the next best project was also acknowledged. Some of the best student work can be found in the annex. Also, some photos are in an annex.

      Activity 13. Empathy Exercise – 15’
      To better understand the challenges faced by people with disabilities:

      • Students watched a video about mobility with a white cane for the blind.
      • “Walk in my shoes”- Selected students, blindfolded and equipped with a stick, had to find an
        apple placed earlier in the room.

      This practical exercise gave students a final chance to experience firsthand the barriers faced by
      people living with disabilities. It was once again an opportunity for the students to learn about the
      obstacles of people living with difficulties. The photos are in the annex.

      Activity 14. Project Evaluation -15’
      Finally, the students evaluated the entire project process using Plickers (results are in the annex). This
      was an opportunity to further discuss AI, inclusion, and tourism, as well as to encourage students to
      use Europeana as a reliable and inspirational resource in future projects. The photos are in the annex.

      Outcomes

      Main Learning Outcomes for Students

      1. Development of Empathy and Inclusion Awareness
        Students developed a deeper understanding of the barriers faced by people with disabilities, especially in the context of travel. By designing AI-based virtual journeys and inclusive travel brochures, they were encouraged to put themselves in the shoes of others. This fostered emotional
        intelligence and civic awareness.
      2. Application of Geographical Knowledge
        Students applied their understanding of Africa’s physical and social geography in practical, creative contexts. They created visual representations (tourist leaflets, posters, 3D environments) using Europeana materials, demonstrating knowledge transfer from theory to project work.
      3. Digital and Media Literacy
        Students improved their ability to distinguish between reliable (Europeana) and unreliable sources of information, particularly in the context of artificial intelligence tools. They also learned safe internet practices and how to verify digital content.
      4. Competence in AI and other ICT Tools
        Through tools such as Canva, Suno AI, Ideogram AI, Artsteps, and Padlet, students gained hands-on experience with emerging technologies, helping them understand the potential (and limitations) of them.
      5. Communication, Collaboration, and Language Skills
        Working in pairs or small groups (the vast majority of them), students practiced collaboration and peer communication. English was used very often throughout the project, enhancing their language proficiency in a real-world context.
      6. Creativity and Edutainment
        By merging entertainment and learning (“edutainment”), students were encouraged to approach learning with creativity and fun. The flexible project format (tourist leaflet or 3D virtual space) allowed for student agency and differentiated learning.

      Outcomes for the educator

      1. Integration of Interdisciplinary Learning
        The project successfully integrated Geography, Civic Education, Social Development, ICT, and
        English, fully aligning with the national curriculum and cross-curricular themes.
      2. Innovative Use of Europeana
        Europeana provided a reliable, diverse, and rich source of historical, geographical, and cultural
        content. This inspired authentic, research-based student work and allowed me to promote cultural
        heritage in an accessible and modern way.
      3. Implementation of Modern Pedagogy
        This project confirmed the power of project-based learning, student-centered approaches, and game-based learning to engage students meaningfully, particularly around complex topics like inclusion and digital ethics.
      4. Professional Growth in AI and AR Education
        I expanded my own competencies in using AI and AR tools in the classroom. The project allowed me to explore how technology can support inclusive education, not just as a tool but as a topic for ethical reflection and creative use.
      5. Stronger Student Assessment and Reflection
        Using Google Classroom, Padlet, and peer reviews, I was able to assess students’ progress in real time. The final evaluations, discussions, and the use of tools like Plickers allowed for both teacher-and student-driven reflection.

      Material Outcomes:
      ➢ AI-generated tourist brochures or virtual 3D spaces about Africa for travelers with disabilities.
      ➢ Africa posters displaying social and physical features.
      ➢ AI-generated slogans, songs, and flags.
      ➢ Final evaluations and reflections recorded.

      Annex

      Canva presentation: https://bit.ly/AI_travel_to_Africa_far_all

      Original scenario: https://teachwitheuropeana.eun.org/learning-scenarios/ls-methodology-and-
      trends/ls-project-based-learning/travel-for-all-ls-hr-624/

      Main visual identity of the entire project-based learning process

      Students are watching TV report about people with disabilities experiencing significant challenges organizing summer on Croatian seaside.

      Student is just watching Europeana gallery People With Disabilities.

      3D museum of Africa for people with disabilities with Europeana resources- final work of students.

      Students are watching film We The 15/ Campaign Film.

      The results on Mentimeter: What are three locations that you would like to visit in Africa? Name tree words that are associated with Africa.

      Process of making Europeana Africa Posters made only from Europeana resources.

      Students and results during the evaluation process via Plickers survey

      Plickers: Sign in – Plickers

      Plickers results:

      Videos about people with disabilities:
      TV report: https://dnevnik.hr/vijesti/hrvatska/rezervirale-su-apartman-na-moru-a-onda-hladni-tusne-mogu-nas-primiti-zato-sto-se-boje-da-cemo-im-ostetiti-namjestaj-invalidskim-kolicima—
      900671.html?fbclid=IwY2xjawJPXkhleHRuA2FlbQIxMAABHWKQJWdWgxOt4S_N4pTv9NtuAlKDBoDwE
      ZMH8FVY1eLg8JUAuWoyV-VDug_aem_ft7Faz9u9jIyqGMWlpJ5CQ
      We the 15/ Campaign Film: https://www.youtube.com/watch?v=Ng6mT_EJy2Q&t=90s
      Blind man walking: https://www.youtube.com/watch?v=RmsoHyMRtbg

      Europeana: https://www.europeana.eu

      Europeana resources:

      1. Accessible Cyprus
      2. A Blind Man Is Led Through The Street By A Young Boy
      3. On Safari- Gallen-Kallela In Africa
      4. People With Disabilities
      5. Africa- Maps
      6. Africa- Tourism
      7. Africa- Nature
      8. Africa- Social Geography

      AI or AR tools:

      Evaluation rubric

      Some of the best students works:

      https://www.artsteps.com/view/67f6bd865ad16aa86e0fe1ef

      artsteps | Putovanje Afrikom za osobe s poteškoćama

      artsteps | MUZEJ AFRIKE ZA SVE – Hakuna Matata

      artsteps | Istražite Afriku kroz nekoliko zemalja.

      https://www.canva.com/design/DAGj8C9W5XA/xraqH1FR4ajcunuag9PNVg/edit

      Do you want to discover more stories of implementation? Click here. (If it is a SoI)

      CC BY 3.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the University of Edinburgh.

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