Designing Inclusive Multimodal Learning Content with Generative AI for Migrant Adult Literacy: A Practice-Oriented Methodological Proposal

This article presents a practice-oriented methodological proposal for designing inclusive multimodal learning content with Generative AI (GAI) in migrant adult literacy. It does not report an experimental intervention or a statistical evaluation of learning outcomes. Its contribution lies in formalizing a context-sensitive design pathway for early preA1–A2 literacy and language-learning provision in Italian CPIA settings, where learner profiles are highly heterogeneous, attendance may be discontinuous, and written language is both a learning goal and a barrier to participation. Unlike generic AI-supported instructional design frameworks, the proposed approach starts from recurrent communicative needs in adult migrant education and translates them into short, modular and reusable learning artifacts that coordinate textual, visual, audio-oral and interactive layers. The framework distinguishes multimodal design, understood as the pedagogical coordination of different semiotic modes, from the mere use of multiple media. It also integrates accessibility as a set of concrete design criteria, including linguistic readability, visual clarity, audio quality, layout, font size, contrast, cognitive load and usability in print or mobile formats. The article outlines a sequence of design operations: mapping learner profiles, selecting situated communicative scenarios, generating and revising textual material, developing visual and audio scaffolds, structuring guided interaction, and applying pedagogical, cultural and ethical review. An illustrative micro-unit on asking for information at a municipal office shows how this pathway can support dialog, visual glossary, audio practice, role-play and formative assessment. The proposal is intended for CPIA educators, adult literacy professionals, instructional designers and researchers in multimedia learning and educational technology. Its educational implication is that GAI can support inclusive material design only when its outputs are treated as provisional resources to be selected, adapted and validated through human pedagogical judgment.