HUMVA

Integrating AI tools like Humva into the classroom represents a valuable opportunity to foster digital literacy and digital citizenship among both teachers and students. By engaging with AI creatively and critically, learners develop the ability to understand how these technologies work, use them responsibly, and evaluate their outputs with discernment. 

The UNESCO AI Competency Framework for Teachers (2024) provides a global reference for integrating AI in education in a responsible, ethical, and inclusive way. It highlights three key dimensions: understanding AI and its implications, using AI tools effectively in teaching and learning, and promoting ethical awareness and digital citizenship. Within this framework, using platforms like Humva allows teachers to design activities that empower students to reflect on how AI shapes communication, creativity, and access to information, helping them become informed and ethical digital citizens. Through guided classroom practice, teachers can model responsible AI use, encouraging students to be informed, reflective, and ethical participants in a technology-driven world. 

Furthermore, among other benefits that Humva can offer to EFL pedagogy are primarily the rapid content creation, which reduces preparation time and allows teachers to focus on complex pedagogical design, aligning with Peachey's (2025) overview that Artificial Intelligence should be primarily used to enhance teacher efficiency and not pedagogy itself. In this line, AI should be used to automate repetitive tasks, enabling teachers to focus on complex pedagogical planning. Similarly, the DigCompEdu Framework (European Commission, Joint Research Centre) offers a comprehensive model for educators’ digital competence across six areas, from professional engagement to facilitating learners’ digital skills. When applied to AI integration, this framework encourages teachers and students to select, adapt, and create digital resources, like, in this case, AI-generated videos, while fostering students’ critical thinking and autonomy in digital environments. 

Moreover,  Bloom’s Digital Taxonomy (Wedlock and Growe, 2017) reinterprets Bloom’s original hierarchy of cognitive skills for the digital age, emphasising active learning through creating, evaluating, and analysing digital content. From this perspective, it can be said that Humva supports a shift toward higher-order thinking skills, moving beyond simple factual recall, especially, domains such as creating, evaluating, and analysing.  

Humva can enable users to create engaging and educational content such as narrations, presentations, training videos, and interactive exercises. The integration of lifelike voiceovers and animated avatars makes learning experiences more dynamic, multimodal, and accessible to diverse learners. In their review of Voki, another platform that allows the creation of avatars, Student Centred World (2024) emphasises that such tools are “a great tool for enhancing student engagement and participation. According to toolify.ai, Humva, in comparison with other similar tools, offers a balance of features and affordability. 

On the other hand, at times, the lip-syncing between the avatar’s speech and mouth movements may appear slightly inaccurate, which can reduce the naturalness of the final video. Additionally, the text-to-speech voices may sound somewhat generic or monotonous, potentially affecting viewer engagement. The platform’s limited editing capabilities, restricted mainly to uploading and generating videos, can also constrain post-production flexibility. Finally, the overall dependence on AI may restrict user customization and creative control, making it important for teachers to balance automation with their own pedagogical design choices. 

          Humva 1 Review - Everything you need to know. (n.d.). https://aitoolbook.ai/ai/humva-1

         Bloom’s Digital Taxonomy Verbs For 21st Century Students (2016) https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/

         UNESCO (2024) AI competency framework for teachers. https://unesdoc.unesco.org/ark:/48223/pf0000391104

         Peachey, N. (2025). Chapter 3: The power of AI in lesson planning, in Transforming teacher education with AI: Lessons from a global Community of Practice. British Council. https://doi.org/10.57884/17VG-VQ63 

            Student-Centered World. (2024). Voki for Education: Create a speaking classroom avatar. Retrieved on May 11th, 2025, from https://www.studentcenteredworld.com/voki/ 

         Wedlock, B. C., & Growe, R. (2017). Student engagement in the digital age. Journal of Education and Social Policy, 4(1), 25–32. The Technology-Driven Student: How to Apply Bloom’s Revised Taxonomy to the Digital Generations. Retrieved from http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf