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Abstract
This research explores the use of the dystopian genre as a pedagogical tool to foster the development of critical thinking in university students through the creation of visual narratives generated with artificial intelligence (AI). The sample consisted of 82 students from CES Don Bosco University and the University of Valladolid (UVA), who wrote dystopian synopses and generated images and videos using AI tools. The fundamental purpose of the research was to determine whether the dystopian genre facilitates the identification and critical analysis of contemporary social issues, as well as reflection on their possible long-term effects. The findings of this study show that the use of the dystopian genre contributes significantly to improving students' ability to identify relevant social issues, such as mental health, social inequality, and technological control. Likewise, students demonstrated the ability to project future scenarios consistent with current issues, highlighting aspects that are often absent from public debate. The use of AI applications focused on image and video generation provided participants with an artistic mediator, which allowed them, under specific instructions, to configure photographs and videos tailored to the communicative objectives of their narratives. Finally, it should be noted that the students' reflections on social transformations and intergenerational consequences were particularly significant, revealing a deep critical analysis facilitated by the methodology used. These results suggest that the dystopian genre, complemented by the use of artificial intelligence, is a valuable resource for promoting critical thinking and the analysis of social problems in the university setting.
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