Browsing by Autor "Nurul Fahmi Arief Hakim"

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    Pluriversal Frameworks for Equitable and Sustainable Learning Designs. Knowledge Co-construction Experiences along Lands, Territories, and AI in Colombia
    (2025) Jose Sandoval-Llanos; T. Alfredo Becerra; Santiago Ojeda-Ramírez; Nurul Fahmi Arief Hakim; Giovanna Danies Turano
    This paper explores how Arturo Escobar's decolonial concepts of the pluriverse and autonomous design can contribute to learning sciences research.We draw from Escobar's designs for the pluriverse framework, focusing on three principal components: the pluriverse, political ontology, and autonomous design, to guide learning scientists toward more sustainable and inclusive designs.Initially, we discuss these concepts and their current applications in the learning sciences.We then present three vignettes that illustrate the application of this framework in community-based research projects and instructional practices across various urban and rural contexts in Colombia.Through these examples, we examine the potential of Escobar's proposal to facilitate equity-oriented, culturally sustaining learning designs that foster inclusion and resilience in diverse educational settings.By highlighting how local knowledges can challenge dominant Western ontologies and epistemologies, we advocate for a more pluralistic approach in learning sciences research to address the ecological and social crises we currently face.
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    Speculative Biotechnologies: AI as a Catalyst for Biodesign Education
    (2025) Santiago Ojeda-Ramírez; Nurul Fahmi Arief Hakim; Giovanna Danies Turano
    This study examines how integrating generative AI and speculative design into biodesign education can enhance students' ability to envision and articulate sustainable and socially just futures.Conducted in a Colombian university with design students, the study employed three speculative scenarios-fatalistic, optimistic, and practical futures-alongside continuous reflection.Findings indicate that generative AI helped students visualize biotechnological solutions, such as hydrogel barriers and biosustainable leather production, enabling them to connect speculative futures with tangible societal and ecological applications.This process encouraged critical engagement, ethical awareness, and strengthened students' identities as ethical designers.Digital AI-generated artifacts bridged gaps in students' knowledge of biological systems, making abstract concepts accessible and empowering them to imagine impactful, community-driven solutions.By integrating speculative design and AI into biodesign education, this study demonstrates the potential of such approaches to support interdisciplinary learning, develop critical design agency, and prepare students to address complex global challenges through innovative, localized solutions.