As we increasingly offload cognitive tasks to artificial intelligence, researchers are concerned that our critical thinking skills will atrophy.
A recent study finds exactly that: Participants who reported higher use of AI scored worse on measures of critical thinking.
In an interview with Big Think, study author Dr. Michael Gerlich suggested that AI isn’t inherently bad for our cognitive abilities — like any tool, it needs to be used correctly.
BIGTHINK, ROSS POMEROY, 27 JANUARY 2025
Imagine a student sitting at their desk, unsure how to begin a paper, and instead of brainstorming or outlining their ideas, they turn to an AI tool to generate a draft directly. The process is fast, efficient and even impressive but something vital is lost in this shortcut. That “something” is the ability to think critically.
Critical thinking isn’t about just arriving at the right answer. It’s about the journey of questioning, analyzing, and reflecting. It involves a careful dissection of information, examining evidence, identifying biases, evaluating credibility, and considering alternative perspectives. These are not merely academic exercises; they are habits of mind that help individuals navigate complex social, political, and moral decisions in everyday life.
When learners rely on AI tools to bypass these steps, when answers are one prompt away, it becomes easy to engage with information passively. The act of forming an argument or solving a problem turns from a process of inquiry into one of consumption. Over time, this can dull the very skills that education is meant to sharpen.
Educators, too, face their own version of this dilemma. With AI promising rapid lesson planning and automated feedback, it becomes tempting to offload not only administrative tasks but also pedagogical thinking. Yet when teaching turns transactional, it loses the depth that fosters student engagement and reflective learning. Critical thinking, after all, thrives in classrooms where both students and teachers wrestle with ideas, challenge each other, and take time to consider the “why” behind every “what.”
HOW DO WE MAKE AI SUPPORT OUR CRITICAL THINKING INSTEAD?
We can UNO REVERSE the previous argument because AI can be used to nurture critical thinking if we CHOOSE to use it that way.
Imagine a classroom where AI is not the voice of authority but a conversational partner: generating perspectives, asking provocative questions, and helping students refine their own thoughts. The key lies in how we frame its role not as a crutch to avoid thinking, but as a springboard that encourages deeper thought. (refer to the section on prompting the chatbots appropriately and effectively)
QUESTIONS YOU CAN REFECT ON AS A LEARNER WHEN USING AI
BEFORE USING AI
WHILE WORKING WITH AI
AFTER USING AI
- What exactly am I trying to understand or accomplish? What are my task goals?
- Have I thought through this problem on my own first?
- What do I already know about this topic? What’s unclear to me?
- Am I using AI to learn, or to avoid thinking?
- Do I understand why the AI gave this response?
- Where is the AI drawing its responses from? Am I crosschecking with another source?
- What assumptions does this answer seem to be based on?
- Is there more than one way to look at or solve this problem?
- How would I explain this concept in my own words to someone else?
- What would I ask a human expert about this topic? Would their response differ?
- What did I learn from this interaction that I didn’t know before?
- Can I explain this to someone else on my own?
- How would I verify or fact-check what the AI told me?
- What other sources or perspectives should I explore now?
- Did I just accept the AI’s response or did I challenge it?
- How has this tool helped or hindered my thinking process?
QUESTIONS YOU CAN REFLECT ON AS AN EDUCATOR WHEN PLANNING YOUR WORK
DESIGNING COURSE GOALS & CURRICULUM
Building a culture of inquiry and not just information recall
- Are my learning outcomes centered on process, analysis, and reflection and not just content recall?
- Am I building a classroom environment that encourages questioning, debate, and perspectives?
- What expectations have I set for how students may or may not use AI tools in my class and why?
- Does my course include opportunities for students to practice metacognition (thinking about their own thinking)?
PLANNING ASSIGNMENTS
Focusing on originality and intellectual curiosity
- Could a student complete this assignment by simply copying and pasting an AI-generated response? How can I add a layer of thinking?
- Does the task require students to take a stance or form an argument and support it with evidence instead of just summarizing an idea?
- Are students asked to apply what they’ve learned to a new or unfamiliar scenario that cannot easily be Googled?
- Have I asked students to reflect on their thought process or learning decisions?
- Would this task still be meaningful and engaging if students weren’t graded on it? (This helps ensure the task is intellectually rich not just busywork that invites shortcuts.)
CREATING EXAMS & ASSESSMENTS
Evaluate understanding not just correctness
- Am I testing students’ reasoning and judgment and not just their memory?
- Could students explain why an answer is right or how they approached the problem?
- Does the assessment include open-ended or scenario-based questions that invite diverse thinking?
- Have I considered alternative assessment formats (e.g., portfolios, oral exams, debates, reflective essays)?
- Does the assessment allow for multiple valid answers or perspectives?
- What type of question is this? (Guide to types of critical questions)
Jennifer Ferguson