Digital classroom catechesis for beta learners in the era of artificial intelligence

Abstract

This article examines the design of digital catechesis for Generation Beta learners in the era of Artificial Intelligence (AI). There is a critical research gap between AI-shaped learning environments and existing catechetical models, which often remain informational, technocratic, or influenced by dogmatic scientism. Drawing on Barna Institute data (on Gen Z as the spiritual precursor) and McCrindle’s generational framework (Gen Beta as the first cohort formed within ambient AI), the study establishes the learners' context. Integrating Yuval Noah Harari’s data-centric analysis with Pope Francis’s theology on digital culture, an interdisciplinary theoretical framework is developed. The Research Question is: How can digital catechesis for Generation Beta resist dogmatic scientism while remaining faithful to the kerygmatic, relational, aesthetic, and mystical dimensions of Christian formation? Utilizing a qualitative conceptual methodology integrating theoretical analysis and constructive theological reflection, the Research Findings indicate that approaches centered on narrative encounter, relational accompaniment, aesthetic mediation, and ethical discernment are more effective than content-driven models. The article’s Novelty lies in reimagining digital catechesis as a theologically intentional formative ecology that critically integrates AI while safeguarding the integrity of Christian kerygma and spiritual depth.