Fostering Deep Learning in the AI Era: Integrating Conscious, Mindful and Joyful Principles in a ChatGPT-Assisted Writing Lesson

Rita Asminarseh; Saptandri Widiyanto

Authors

Rita Asminarseh Universitas Muhammadiyah Makassar Author
Saptandri Widiyanto Politeknik Penerbangan Indonesia Curug Author

Keywords:

Deep Learning , ChatGPT, AI in Education , Explanation Text, EFL Writing, Qualitative Case Study

Abstract

Employing a qualitative case study approach, this research investigates the integration of deep learning principles (conscious, mindful, and joyful) in ChatGPT-assisted writing lessons. The study involved 33 twelfth-grade students at UPT SMAN 1 Luwu Timur and focused on explanation text writing using AI as a cognitive and linguistic scaffold. Data were collected from student worksheets containing written reflections and were analysed thematically using a deep learning principles (conscious, mindful, and joyful) framework. Findings revealed that: (1) The Conscious principle was evident as students actively deconstructed text structures and built metacognitive awareness; (2) The Mindful principle manifested through critical assessment of AI outputs and reflection on their learning emotions and processes; (3) The Joyful principle emerged from feelings of competence, creativity, and increased self-efficacy upon successfully creating and refining their work. The teacher-researcher played a key role in guiding students to use AI ethically and reflectively, ensuring that technology served as a scaffold, not a substitute for thinking. The deep learning principles (conscious, mindful, and joyful) framework thus provides a robust structure for leveraging AI in ways that promote cognitive understanding (Conscious), critical thinking and self-awareness (Mindful), and a motivating learning environment (Joyful).

References

Al-Abri, A. (2025). Exploring ChatGPT as a virtual tutor: A multi-dimensional analysis of large language models in academic support. Education and Information Technologies, 30(12), 17447–17482. https://doi.org/10.1007/s10639-025-13484-x

Algaraady, J., & Mahyoob, M. (2023). ChatGPT’s Capabilities in Spotting and Analysing Writing Errors Experienced by EFL Learners. Arab World English Journal, 9, 3–17. https://doi.org/10.24093/awej/call9.1

Arefian, M. H., Çomoğlu, I., & Dikilitaş, K. (2024). Understanding EFL teachers’ experiences of ChatGPT-driven collaborative reflective practice through a community of practice lens. Innovation in Language Learning and Teaching, 1–16. https://doi.org/10.1080/17501229.2024.2412769

Aure, P. A., & Cuenca, O. (2024). Fostering social-emotional learning through human-centered use of generative AI in business research education: an insider case study. Journal of Research in Innovative Teaching & Learning, 17(2), 168–181. https://doi.org/10.1108/JRIT-03-2024-0076

Bankins, S., & Formosa, P. (2023). The Ethical Implications of Artificial Intelligence (AI) For Meaningful Work. Journal of Business Ethics, 185(4), 725–740. https://doi.org/10.1007/s10551-023-05339-7

Bindayel, A., Elsayed, H., & Khan, M. U. (2025). AI and Self Reflection (pp. 289–302). https://doi.org/10.1007/978-3-031-93412-4_17

Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., Crompton, H., Koutropoulos, A., Terentev, E., Pazurek, A., Nichols, M., Sidorkin, A. M., Costello, E., Watson, S., Mulligan, D., Honeychurch, S., … Asino, T. I. (2024). The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future. Open Praxis, 16(4), 487–513. https://doi.org/10.55982/openpraxis.16.4.777

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Consadine, C. E., & Goodman, S. G. (2025). Becoming a Better Teacher Means Becoming a Better Learner: Metacognitive Abilities Predict Effective Learning Strategy Use by College Instructors. College Teaching, 1–9. https://doi.org/10.1080/87567555.2025.2463894

Guo, X. (2025). Facilitator or thinking inhibitor: understanding the role of ChatGPT-generated written corrective feedback in language learning. Interactive Learning Environments, 33(5), 3526–3544. https://doi.org/10.1080/10494820.2024.2445177

Hao, C., & Zhang, F. (2026). Understanding self-regulated grammar learning with LLM chatbot support: An epistemic network analysis of grammar learning strategy patterns. System, 136, 103879. https://doi.org/10.1016/j.system.2025.103879

Iqbal, J., Aukhoon, M. A., & Parray, Z. A. (2025). Thriving minds, thriving workplaces: unleashing creativity through psychological wellbeing and psychological capital. Journal of Organizational Effectiveness: People and Performance, 12(4), 921–938. https://doi.org/10.1108/JOEPP-01-2024-0025

Jones, S. (2023). The value of knowing: conscious and unconscious writing choices. Language and Education, 37(1), 71–87. https://doi.org/10.1080/09500782.2022.2109421

Li, P.-H., Wu, T.-T., & Huang, Y.-M. (2025). Improving inquiry-based learning through automated ChatGPT-based inquiry prompt and behavioral image recognition. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13734-y

Liu, J., Sihes, A. J. Bin, & Lu, Y. (2025). How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic review. Smart Learning Environments, 12(1), 48. https://doi.org/10.1186/s40561-025-00406-0

Nafi’ah, J., & Faruq, D. J. (2025). Conceptualizing Deep Learning Approach in Primary Education: Integrating Mindful, Meaningful, and Joyful. Journal of Educational Research and Practice, 3(2), 225. https://doi.org/10.70376/jerp.v3i2.384

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1260843

Srinivasan, V. (2022). AI & learning: A preferred future. Computers and Education: Artificial Intelligence, 3, 100062. https://doi.org/10.1016/j.caeai.2022.100062

Tao, Y., & Yu, J. (2024). Cultural threads in writing mastery: a structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners. BMC Psychology, 12(1), 80. https://doi.org/10.1186/s40359-024-01572-5

Wu, Q., & Xu, A. (2025). Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners: Uncovering the consequences on positive emotions, boredom to write, academic self‐efficacy and writing development. British Educational Research Journal. https://doi.org/10.1002/berj.4119

Yusuf, A., Bello, S., Pervin, N., & Tukur, A. K. (2024). Implementing a proposed framework for enhancing critical thinking skills in synthesizing AI-generated texts. Thinking Skills and Creativity, 53, 101619. https://doi.org/10.1016/j.tsc.2024.101619