Abstract

This article presents an educational innovation aimed at enhancing Mexican university students’ environmental perception of water through the integration of cultural narratives and artificial intelligence. The intervention employed the “life stories” methodology, personifying a tezontle stone from a polluted river using a conversational model (generative pretrained transformer [GPT]) to foster open dialogue with nature. Implemented with digital arts students, its impact was measured through a questionnaire adapted from the Andalusian Ecobarometer that focused on environmental perception, levels of concern, and pro-environmental practices. Findings indicate significant improvements in awareness and ecological behaviors within the experimental group, including increased concern for water-related issues, the adoption of sustainable practices such as reducing plastic use, and heightened recognition of shared responsibility among governments, companies, and society. Gender-differentiated results suggest that women responded more strongly to the emotional and narrative elements of the activity, offering valuable insights for designing inclusive interventions. By combining technological innovation with cultural storytelling, the study introduces a novel pedagogical strategy in higher education that fosters critical reflection and meaningful learning. Beyond the classroom, the intervention underscores the importance of inclusive, context-sensitive approaches for cultivating environmentally responsible citizens and engaging diverse social actors in the pursuit of sustainable solutions.