From Users to Designers; High School Students as Co-Designers and Critical Agents in ChatGPT-Integrated Learning

This qualitative study investigates how high school students from underserved communities interact with and critique ChatGPT in an AI-integrated learning environment. Grounded in Culturally Relevant Pedagogy (CRP) (Ladson-Billings, 1995) and sociotechnical theories of educational technology(Selwyn, 2019; Williamson & Eynon, 2020; Pava, 1986; (Rami) Shani & Sena, 1994; Winby & Mohrman, 2018), the research repositions students as active co-designers rather than passive consumers of educational technology. Conducted within a youth apprenticeship program in the American Northeast, the study draws on interviews, student-generated artifacts, and over 200 hours of synchronous and asynchronous online classroom observation. Findings reveal that although disparities in access shaped initial engagement, many students demonstrated strong digital agency, critiquing AI outputs, identifying limitations, and suggesting improvements. Their behaviors reflect a capacity to inform the ethical development and digital classroom integration of educational AI. The study underscores the importance of embedding student voice in AI design and calls for participatory, equity-driven approaches in both instructional practice and technology policy. Implications are offered for educators, developers, and researchers seeking to center youth perspectives in the future of AI-enhanced learning.