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<p>As the number of Holocaust survivors declines, preserving their narratives becomes critical. Artificial intelligence (AI) has emerged as a significant tool in Holocaust education, enabling immersive experiences, interactive storytelling, and the preservation of survivor testimonies. This study presents the first empirical comparison of four generations of Holocaust descendants’ perceptions of AI-generated Holocaust content. Findings reveal a Generational Trust Gap: while the first and second generations prioritize emotional authenticity and remain skeptical of AI, third- and fourth-generation participants show greater trust in digital platforms and AI-driven tools for Holocaust education. This shift does not reflect disengagement, but rather a transformation in learning practices. The fourth generation’s use of AI-powered tools, including short-form content on TikTok and Instagram Reels, represents a new mode of Holocaust engagement, but also raises ethical concerns for gamification and the trivialization of trauma. This study uniquely maps these concerns across generations, demonstrating they are ethically grounded. This study advocates for a hybrid model that integrates AI with human storytelling and scholarly oversight to ensure responsible Holocaust education.</p>

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“Can AI make Hitler cry?” exploring the use of AI in Holocaust education across four generations

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月18日

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  • Aharona Rosenthal

摘要

As the number of Holocaust survivors declines, preserving their narratives becomes critical. Artificial intelligence (AI) has emerged as a significant tool in Holocaust education, enabling immersive experiences, interactive storytelling, and the preservation of survivor testimonies. This study presents the first empirical comparison of four generations of Holocaust descendants’ perceptions of AI-generated Holocaust content. Findings reveal a Generational Trust Gap: while the first and second generations prioritize emotional authenticity and remain skeptical of AI, third- and fourth-generation participants show greater trust in digital platforms and AI-driven tools for Holocaust education. This shift does not reflect disengagement, but rather a transformation in learning practices. The fourth generation’s use of AI-powered tools, including short-form content on TikTok and Instagram Reels, represents a new mode of Holocaust engagement, but also raises ethical concerns for gamification and the trivialization of trauma. This study uniquely maps these concerns across generations, demonstrating they are ethically grounded. This study advocates for a hybrid model that integrates AI with human storytelling and scholarly oversight to ensure responsible Holocaust education.