Maria Kladaki

Work place: Department of Primary Education, University of the Aegean, Rhodes, Greece

E-mail: mkladaki@aegean.gr

Website: https://orcid.org/0000-0003-3146-6914

Research Interests:

Biography

Maria Kladaki is Associate Professor at the Department of Primary Education of the University of the Aegean, with specialization in theatre education in primary education. She holds a PhD in Sociology from the Department of Sociology of the Panteion University of Social and Political Sciences. Her teaching work focuses on the pedagogy of theatre, theatre for children's audiences, the convergence of applied theatre and digital media in education, transgender relations in theatre education, etc. She teaches in four postgraduate programmes at the University of the Aegean and has collaboration with the postgraduate programme of the Department of Theatre Studies at the University of Peloponnese. She has participated in European research projects and is scientific coordinator of lifelong education programmes at the University of the Aegean. She is a member of committees and councils, as well as scientific organisations and associations. Her writing and scientific work includes books and book editing, publications in scientific journals, edited volumes and conference proceedings, as well as participation in artistic projects focusing on theatre and culture.

Author Articles
Artificial Intelligence and Rhetorical Art: Argumentative Debate with ChatGPT

By Konstantinos Mastrothanasis Maria Kladaki Panagiotis Alexopoulos

DOI: https://doi.org/10.5815/ijmecs.2026.01.03, Pub. Date: 8 Feb. 2026

This study delves into the interface between Rhetoric and Artificial Intelligence, with a specific focus on ChatGPT's ability to engage in argumentative dialogues and its potential educational applications. Specifically, the study aims to investigate the feasibility of conducting argumentative dialogues in English between users and ChatGPT, identify suitable instructions that facilitate a flowing debate, and assess the tool's ability to judge and determine the debate's winner. The study's findings indicate that ChatGPT can effectively participate in rhetorical competitions with the provision of specific instructions. While the tool demonstrates proficiency in generating relevant and logical arguments and counterarguments, it faces challenges in sustaining the topic's relevance throughout extended debates unless it assumes a judging role. Moreover, despite occasional violations of the rules of debate, its potential in pedagogical argumentation competitions remains promising. The results of the present research show that ChatGPT can participate in debates with specific rules. This finding suggests that ChatGPT can be used during training sessions in rhetoric educational clubs.

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