IMG Journal: Critical Genealogies and Emerging Pathways in Image Research

Cultural mediation goes beyond availability of data repositories, its a process built by agents from an interactive dynamic marked by institutional places. The archival institutions are subject to the understanding of agents influencing the cultural mediation practices. The directive aspect of these practices gives rise to reflection on the extent to which managements of the Espirito Santo State Archives has been considering the cultural mediation practices in quantitative and qualitative terms. This thesis aims to identify the cultural mediation practices in APEES in successive administrations, from 1985 (Brazil's redemocratization year) to 2015, as well as discuss the understanding of archives as a place of culture in the institutions management. As methodology, we used historical-documentary research, based on the fonds of Espirito Santo Public Archives with the mapping of the types of cultural mediation practices from a diachronic perspective. As a theoretical framework, we take into account the following concepts: culture, cultural rights, cultural mediation, cultural mediation in heritage, cultural mediation in archives, types of cultural activities in archives, cultural support service and Cultural economics. The results show that, in the mentioned period, the APEES held a total of 221 cultural mediation practices in the institution, classified into different types. The results also indicate a predominance of two kinds of cultural practices mediation: the ephemeris and school visits, the first due to "Itinerant Archive Program". The data allow us to infer that the archive battled against hiding of archival heritage due to orientation of the policy towards cultural and social diversity. The archive has transited by cultural territories, promoting activities to value the expressions of each particular culture. Regarding the quantity and quality of cultural mediation practices, we verified an asymmetry between the administration of the APEES, which can be explained by the dissimilar understanding of these efforts on the archive to as a place of culture, which in some cases, allowed the adoption of the institution partnership policies to include artists, schools, universities, governments, culture secretariats and other agents.

SummaryThe recent sale of an artificial intelligence (AI)-generated portrait for $432,000 at Christie's art auction has raised questions about how credit and responsibility should be allocated to individuals involved and how the anthropomorphic perception of the AI system contributed to the artwork's success. Here, we identify natural heterogeneity in the extent to which different people perceive AI as anthropomorphic. We find that differences in the perception of AI anthropomorphicity are associated with different allocations of responsibility to the AI system and credit to different stakeholders involved in art production. We then show that perceptions of AI anthropomorphicity can be manipulated by changing the language used to talk about AI—as a tool versus agent—with consequences for artists and AI practitioners. Our findings shed light on what is at stake when we anthropomorphize AI systems and offer an empirical lens to reason about how to allocate credit and responsibility to human stakeholders.

In recent years, computational aesthetics, which connects science and art, is becoming a new interdisciplinary field that brings technology into art creating. With advanced CAD technology and artificial intelligence, computational aesthetics has been widely used in many design fields such as architecture and industry design. Famous design companies such as Foster+Partners, Zaha Hadid and BIG have already adopted computational and parametric design method as a competitive way to enhance creativity. But there are still some argues that this new aesthetics is superficial or even cold. In terms of generative art, as an advanced digital art, reveals a new aesthetic power, which is impressive. In this context, the purpose of the study aims at comparing computational aesthetics with aesthetics to reveal their differentiation and correlation that benefit for designer to fresh the cognition of this new approach vice versa. As methods of this research, firstly previous researches and literature are collected and comparatively analyzed on the concept and relationships of aesthetics and computational aesthetics, as well as the assessment method. Secondly, through case studies, under the characters of these two aesthetic approaches in design field, three representative cases are selected to be deeply investigated by collecting and analyzing relevant articles, books and online materials to explain the respective features. Then, after comparison and further analysis, explaining how computational aesthetics as a rational aesthetic expression can augment the limit of human aesthetic experience and the design thinking process. The final results of this paper point that aesthetics dominated by emotional mind belongs to a top-down thinking process, while computational aesthetics because of its algorithmic generated basis, which dominated by logic mind, it belongs to a bottom-up thinking process. It is expected that the findings based on this research can provide certain guidance for designers to make good use of them.

The increasing cultural and linguistic diversity of contemporary societies poses critical reflection on language as a culturally embedded framework that shapes and interprets the world. In the context of migration to Italy, this perspective highlights the intertwined nature of linguistic and cultural mediation, challenging health communication, particularly in multilingual medical interactions. This study integrates medical anthropology and linguistics, and focuses on the intersection between professional roles, cultural mediation, and the fluid identities of healthcare providers. Drawing on ethnographic fieldwork conducted in three clinics of the third sector, two in Cosenza and one in Florence (Italy), the research combines participant observation with discourse analysis (Gee 2014) to investigate the interactional asymmetries between non-Italian-speaking patients and healthcare professionals. In these specific contexts, data collection involved recorded medical consultations and ethnographic fieldnotes. The latter became one of the primary methods of documentation, and shaped the content of the analysis, thus based on practitioners’ medical consultations given in two of the clinics, and psychological/psychiatric consultations given in the third. Active involvement with the care team provided additional insights into how cultural and linguistic mediation shapes patient access to healthcare services. The study also highlights the complexities of the interpreter’s dual role as both a cultural mediator and an observer, revealing tensions and challenges that might arise in these kinds of multilingual interactions. The preliminary findings underscore the need for a context-sensitive approach that adapts medical anthropology and linguistic analysis to the challenges of multilingual healthcare. Using a mixed-methods approach, this contribution examines qualitative data and critical reflections from the field, seeking innovative strategies for improving healthcare communication. The research reflects on professional identity’s fluidity and its implications for fostering more culturally sensitive healthcare practices. It aims to contribute to the development of integrated methodologies enhancing the quality of care for patients from diverse backgrounds.

This paper examines the role of Artificial Intelligence (AI) in English Language Teaching (ELT), synthesizing recent scholarship, classroom practices, and policy guidance to map opportunities, challenges, and future directions. We review major AI applications intelligent tutoring, NLP-driven feedback, automated assessment, conversational agents, and speech technologies and show how they enable personalization, real-time formative assessment, and expanded speaking/listening practice while improving accessibility for diverse learners. At the same time, we identify critical risks: over-reliance that can dampen critical thinking and originality; bias and accuracy issues in language models and speech recognition; academic integrity concerns around AI-assisted text; and structural inequities tied to data privacy, infrastructure, and teacher readiness. Two illustrative cases AI feedback in EFL writing and AI support for academic writing demonstrate measurable gains when tools are embedded within transparent, pedagogically aligned frameworks and sustained human guidance. Building on this synthesis, the paper proposes a balanced integration agenda: clear usage policies, curriculum-embedded AI literacy, teacher professional development, equity-oriented infrastructure investments, and ethics-by-design procurement. We argue that AI can augment, not replace, the uniquely human dimensions of ELT empathy, cultural mediation, and dialogic scaffolding when adoption is principled, inclusive, and evidence-informed. The paper concludes with research and policy priorities to guide ethical, scalable, and context-sensitive AI use in English education.

The integration of artificial intelligence (AI) in education has the potential to revolutionize teaching and learning, particularly in the development of students’ critical thinking skills. This study explores science instructors' familiarity, perceptions, and experiences with using AI to enhance students' critical thinking skills, as well as the level of institutional support for AI integration in teaching. A quantitative survey was conducted among 20 science instructors from higher education institutions in Isabela, Philippines. The findings reveal that while instructors acknowledge AI's potential to improve educational outcomes, there is a significant gap in formal AI training and literacy among educators. Positive correlations were found between AI literacy, AI integration, and critical thinking development, suggesting that as AI literacy increases, AI integration and enhancement of critical thinking skills also increase. Regression analysis identified AI integration as a significant predictor of critical thinking development. Challenges remain in the effective implementation of AI, including concerns about overreliance on AI-generated responses and the need for clear assessment guidelines. Interestingly, years of teaching experience did not significantly influence participants’ AI literacy, perceptions, or integration. This study highlights the importance of developing comprehensive AI literacy programs for educators and integrating AI into curriculum structures to balance AI-enhanced learning with human-centered pedagogy. These findings emphasize the need for thoughtful implementation and ongoing research to effectively leverage AI in promoting critical thinking skills in science education.

Content Curators as Cultural Intermediaries: “My reputation as a curator is based on what I curate, right?”

Will ChatGPT undermine ethical values in nursing education, research, and practice?

This paper examines the evolving relationship between visual culture, image education, and post-digital innovation, situating these themes within the broader framework of contemporary educational theory and practice. Building on reflections developed through IMG Journal over its first five years, the contribution argues that visual culture has become a key epistemic domain for understanding how learning, knowledge construction, and subject formation are reshaped by digital and algorithmic environments. The article advances an epistemological redefinition of visual culture, understood not merely as the study of images, but as an inquiry into visuality, regimes of visibility, and the socio-technical conditions that organise seeing. Against this background, the paper identifies three interconnected trajectories for future pedagogical development: image ecologies, which frame visual environments as spaces requiring care, critical distance, and responsibility; immersive instructional design, which repositions immersive technologies as tools for meaningful and reflective learning rather than spectacular consumption; and computational aesthetics, which interrogate the impact of generative artificial intelligence on creativity, authorship, and learning. Through these perspectives, the contribution proposes a model of post-digital visual pedagogy that integrates critical awareness, creative practice, and ethical responsibility. The paper concludes by arguing that education must reclaim a generative and mediating role, enabling learners to navigate contemporary visual environments critically and to inhabit the tensions between human agency, technological systems, imagination, and power.

The article examines the problems of developing critical thinking of future teachers of computer science and mathematics using artificial intelligence tools. The experience of domestic and foreign researchers regarding the use of artificial intelligence in education for the development of critical thinking, in particular, the United States of America, the Republic of Poland, and the Republic of Slovenia, was analyzed. The necessary components of critical thinking are defined: the use of logical thinking to analyze problems, make decisions and solve problems; obtaining, interpreting and using knowledge/facts/data in the process of solving problems; demonstration (manifestations) of creativity and non-standard thinking. In order to investigate the specifics of the application of critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems, a survey was conducted. The "Klochko Questionnaire: Peculiarities of using critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems" was created. The possibilities of using artificial intelligence tools in education have been clarified, in particular: analysis of educational data, creation of educational content, professional development, adaptive learning, and others.The results of the study showed that 92.2% of respondents use or plan to use artificial intelligence tools in the educational process. The vast majority of students studying to become computer science and mathematics teachers actively use artificial intelligence to solve various problems, applying critical thinking and developing their critical thinking skills. The development of critical thinking skills of future computer science and mathematics teachers is a necessary condition for their academic success, personal and professional development, competitiveness, preparation for future challenges, solving new problems, teaching students to think critically. The implementation of artificial intelligence tools for the development of critical thinking in future teachers may have certain risks, such as excessive trust in artificial intelligence and the reduction of the role of one's own experience, intuition, etc. It is important to note that the field of using artificial intelligence technologies in education is just beginning to develop and needs additional research, however, it has great potential for the development of critical thinking of future teachers.

The modern project of creating human-like artificial intelligence (AI) started after World War II, when it was discovered that electronic computers are not just number-crunching machines, but can also manipulate symbols. It is possible to pursue this goal without assuming that machine intelligence is identical to human intelligence. This is known as weak AI. However, many AI researcher have pursued the aim of developing artificial intelligence that is in principle identical to human intelligence, called strong AI. Weak AI is less ambitious than strong AI, and therefore less controversial. However, there are important controversies related to weak AI as well. This paper focuses on the distinction between artificial general intelligence (AGI) and artificial narrow intelligence (ANI). Although AGI may be classified as weak AI, it is close to strong AI because one chief characteristics of human intelligence is its generality. Although AGI is less ambitious than strong AI, there were critics almost from the very beginning. One of the leading critics was the philosopher Hubert Dreyfus, who argued that computers, who have no body, no childhood and no cultural practice, could not acquire intelligence at all. One of Dreyfus’ main arguments was that human knowledge is partly tacit, and therefore cannot be articulated and incorporated in a computer program. However, today one might argue that new approaches to artificial intelligence research have made his arguments obsolete. Deep learning and Big Data are among the latest approaches, and advocates argue that they will be able to realize AGI. A closer look reveals that although development of artificial intelligence for specific purposes (ANI) has been impressive, we have not come much closer to developing artificial general intelligence (AGI). The article further argues that this is in principle impossible, and it revives Hubert Dreyfus’ argument that computers are not in the world.

This study explores the effectiveness of Artificial Intelligence (AI) in enhancing university students’ academic writing skills. As technology advances, AI tools such as ChatGPT have become increasingly utilized in higher education, often serving as a secondary learning platform to assist students in composing coherent sentences and producing independent academic texts. However, concerns have emerged regarding the potential decline in critical thinking skills and the risk of academic misconduct due to excessive reliance on AI. Using a literature review method, this study analyzes 21 scholarly articles to identify key themes, trends, and the strengths and weaknesses of AI use in academic writing. The findings suggest that AI provides valuable support by offering instant feedback on grammar, sentence structure, and vocabulary. It proves effective in improving writing quality and efficiency, helping students with spelling, writing style, outlining, overcoming writer’s block, and reference management. Despite its benefits, challenges such as ethical concerns, privacy issues, overdependence, plagiarism risks, and algorithmic bias remain. The study concludes that AI’s effectiveness is closely tied to its strategic and ethical use in pedagogical contexts. Key implications include the need to foster AI literacy among students, shift writing instruction toward critical thinking processes, redesign assignments to encourage deeper thinking, train educators, and establish clear institutional policies for responsible AI use. Future research is recommended to conduct empirical studies on AI’s impact on students’ critical thinking and creativity, and to explore effective pedagogical interventions. ABSTRAK Penelitian ini mengkaji efektivitas Artificial Intelligence (AI) dalam pengembangan keterampilan menulis akademik mahasiswa. Seiring kemajuan teknologi, AI seperti ChatGPT, telah banyak membantu mahasiswa dalam proses pembelajaran, sering dijadikan sebagai tempat belajar kedua untuk menyusun kalimat hingga menghasilkan tulisan akademik secara mandiri. Namun, penggunaan AI ini menimbulkan kekhawatiran tentang potensi penurunan kemampuan berpikir kritis dan risiko pelanggaran aturan akademik akibat ketergantungan berlebihan. Penelitian ini menggunakan tinjauan pustaka dengan menganalisis 21 artikel ilmiah untuk mengidentifikasi tema utama, tren, serta kekuatan dan kelemahan penggunaan AI dalam konteks ini. Hasil penelitian menunjukkan bahwa AI berperan penting sebagai alat bantu yang memberikan umpan balik instan terkait tata bahasa, struktur kalimat, dan penggunaan kosakata. AI efektif dalam meningkatkan kualitas dan efisiensi penulisan akademik, membantu mahasiswa dalam perbaikan ejaan, gaya penulisan, penyusunan kerangka awal, serta penyelesaian writer's block dan pengelolaan referensi. Meskipun demikian, terdapat tantangan etika dan privasi, termasuk potensi ketergantungan berlebihan yang dapat menghambat pengembangan kemampuan berpikir kritis, serta risiko plagiarisme dan bias algoritma. Disimpulkan bahwa efektivitas AI sangat bergantung pada penerapan yang strategis dan etis dalam konteks pedagogis. Implikasi utama adalah perlunya pengembangan literasi AI bagi mahasiswa, pergeseran paradigma pembelajaran menulis menuju proses berpikir, perancangan tugas yang mendorong pemikiran kritis, pelatihan dosen, serta pembangunan kebijakan institusi yang jelas mengenai penggunaan AI secara bertanggung jawab. Penelitian selanjutnya disarankan untuk melakukan studi empiris yang lebih mendalam mengenai pengaruh AI terhadap kemampuan berpikir kritis dan kreativitas, serta eksplorasi intervensi pedagogis optimal.

The rapid advancements in artificial intelligence (AI), particularly generative AI tools like ChatGPT, have transformed language education, fostering opportunities and challenges in English as a Second Language (ESL) learning. The growth of artificial intelligence (AI) and incredibly generative AI tools like ChatGPT in language education have widely affected the landscape of ESL students’ teaching and learning experiences. Despite the advancement of AI technology, limited research has been conducted on the impact of AI on a more profound cognitive impact, particularly on students’ ability to think critically and independently. This scoping review examines how AI influences ESL learners’ critical thinking and writing skills. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study synthesizes findings from 15 peer-reviewed articles published between 2023 and 2025 to answer the research questions: How does AI affect critical thinking development? Moreover, 2) What are the ethical concerns resulting from AI-assisted learning? This study conducted a systematic literature review (SLR) to discover in-depth insights on the over-reliance on generative AI techniques and the development of critical thinking skills in the context of ESL writing to contribute to the existing literature. Results indicate that while AI significantly enhances writing quality and critical thinking skills, excessive reliance on AI tools may hinder independent learning. The study calls for AI literacy programs to ensure AI’s effective and ethical integration into ESL education.

As Saudi Arabia advances its Vision 2030 agenda, which emphasizes artificial intelligence (AI) integration in healthcare and education, understanding students' acceptance of AI in academic settings is increasingly important. To examine the relationship between nursing students' attitudes toward AI, perceived usefulness, perceived usability, and their critical thinking motivation. A multicenter cross-sectional correlational study was conducted across three Saudi universities. Data were collected from 390 undergraduate nursing students using the General Attitudes towards AI Scale, the technology acceptance model questionnaire, and the critical thinking motivation scale. Analysis included Pearson correlations and multiple linear regression. Students reported positive attitudes toward AI, with strong correlations among AI attitude, usefulness, and usability (r = .63-.78, p < .001). Weak but significant positive correlations were found between AI-related factors and critical thinking motivation (r = .20-.40, p < .001). Higher academic level, the belief that AI will not replace nursing roles, and greater AI usability significantly predicted critical thinking motivation (adjusted R² = .245, p < .001). Acceptance and perceived usability of AI tools are positively associated with critical thinking motivation in nursing students. These findings underscore the potential of AI to support cognitive skill development in nursing education. Educators should integrate AI early in nursing curricula, provide structured training, and frame AI as a support tool in clinical decision-making. Doing so can foster both critical thinking and digital competence among future nurses.

ملخص الدراسة: هدفت الدراسة إلى استكشاف العلاقة بين الذكاء الاصطناعي والتفكير الناقد من وجهة نظر طلاب الماجستير بكلية التربية والعلوم برداع، بالإضافة إلى التعرف على مدى مساهمة الذكاء الاصطناعي في تنمية التفكير الناقد لدى الطلاب، ولتحقيق أهداف الدراسة اعتمد الباحث على المنهج الوصفي التحليلي، حيث تم تصميم استبيان كأداة لجمع البيانات من عينة الدراسة والبالغ عددهم (50) طالبا وطالبة. وأظهرت نتائج الدراسة وجود علاقة إيجابية بين أنظمة الذكاء الاصطناعي وتنمية مهارات التفكير الناقد، حيث يعزز الذكاء الاصطناعي الموضوعية، التفكير المنطقي، والإبداع، مع وجود مخاوف من إمكانية إحلال الذكاء الاصطناعي محل البشر في بعض المهام. كما أظهرت النتائج أن الذكاء الاصطناعي يساهم بدرجة كبيرة في تنمية التفكير الناقد من خلال تحسين التحليل، التقييم، واتخاذ القرارات. ومع ذلك، برزت بعض التحديات تتعلق بالشفافية، الخصوصية، وإمكانية التحيز في أنظمة الذكاء الاصطناعي. الكلمات المفتاحية: الذكاء الاصطناعي – التفكير الناقد. Artificial Intelligence and its Relationship to Critical Thinking from the Perspective of Master's Students at the College of Education and Science in Radaa - Al-Bayda University Abstract: The study aimed to explore the relationship between artificial intelligence and critical thinking from the perspective of master's students at the College of Education and Science in Radaa, in addition to identifying the extent to which artificial intelligence contributes to the development of critical thinking among students. To achieve the study objectives, the researcher relied on the descriptive analytical approach, where a questionnaire was designed as a tool to collect data from the study sample, which numbered (50) male and female students. The results of the study showed a positive relationship between artificial intelligence systems and the development of critical thinking skills. Artificial intelligence enhances objectivity, logical thinking, and creativity, with concerns about the possibility of artificial intelligence replacing humans in some tasks. The results also showed that artificial intelligence contributes greatly to the development of critical thinking by improving analysis, evaluation, and decision-making. However, some challenges emerged related to transparency, privacy, and the possibility of bias in artificial intelligence systems. Keywords: Artificial Intelligence - Critical Thinking.