Abstract

Conclusion. The findings support the potential of AI-enhanced PBL to develop both cognitive and affective aspects of conflict resolution skills in civic education. Theoretically, this research contributes to social constructivist and differentiated instruction paradigms. Practically, it offers a promising direction for equitable technology integration in education. However, the absence of a control group and the urban-limited sample constrain broader generalization. Future studies should explore longitudinal and cross-cultural applications to evaluate the model’s sustainability and scalability.

Keywords: Artificial intelligence; conflict resolution skills; Problem-Based Learning (PBL); civic education; personalized learning

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