WikiJournal of Humanities/Conference Proceedings of EduWiki Conference 2025/Integrating Generative AI in Wikipedia Classrooms: Ethical, Practical, and Educational Insights

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<meta name='citation_doi' value='10.15347/WJH/2025/EDU.13'>

This article has been through public peer review.

First submitted: 24 Jun 2025
Accepted: 2 Oct 2025

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PDF: In preparation
DOI: 10.15347/WJH/2025/EDU.13
QID: Q136377811
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Suggested citation format:
Mohammad Hijjawi (2 October 2025). "Integrating Generative AI in Wikipedia Classrooms: Ethical, Practical, and Educational Insights". WikiJournal of Humanities. doi:10.15347/WJH/2025/EDU.13. Wikidata Q136377811. ISSN 2639-5347. 

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License: This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction, provided the original author and source are credited.

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Thais C. Morata contact

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Article information

Author: Mohammad Hijjawi

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Abstract

Abstract This session explores the ethical, practical, and educational implications of using generative AI tools like ChatGPT in Wikipedia classrooms. It will highlight real-world use cases, prompt design strategies, and responsible integration practices for educators and students. The integration of generative AI tools into educational settings has rapidly gained momentum, but their use within Wikipedia-based assignments remains largely uncharted. This session explores how tools like ChatGPT can support educators and students participating in Wikimedia Education Programs -through ideation, draft writing, and prompt engineering- while maintaining the integrity and collaborative spirit of Wikipedia. With a background in data science and recent practical applications in Wikimedia education, I will present AI’s benefits and risks. The session will include a discussion on responsible use, addressing key concerns such as misinformation, over-reliance, and ethical editing. Attendees will gain actionable guidance for incorporating AI while encouraging student reflection and critical thinking.