{"id":261,"date":"2026-03-17T10:35:42","date_gmt":"2026-03-17T10:35:42","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/?p=261"},"modified":"2026-03-17T10:35:42","modified_gmt":"2026-03-17T10:35:42","slug":"dont-let-ai-replace-critical-thinking-designing-for-critical-thought","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/2026\/03\/17\/dont-let-ai-replace-critical-thinking-designing-for-critical-thought\/","title":{"rendered":"Don&#8217;t Let AI Replace Critical Thinking: Designing for Critical Thought"},"content":{"rendered":"<p><b><span data-contrast=\"auto\">Rationale<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Generative AI tools present a paradox for educators.\u00a0On one hand, they have the ability to powerfully enhance learning, but on the other hand they threaten to undermine critical thinking (CT) by providing students with quick answers that bypass genuine cognitive engagement.\u00a0Teachers\u00a0report\u00a0a central dilemma: How can AI be used as a scaffold for CT rather than a shortcut that replaces it?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span> <span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">While existing research has thoroughly explored AI&#8217;s potential and risks, there is very little practical, classroom-tested guidance on the specific design choices and prompting strategies teachers can use to redirect AI&#8217;s role from answer generator to thinking\u00a0partner.This\u00a0SoTL\u00a0study addresses that gap by documenting how four secondary teachers designed, implemented, and reflected on AI-supported tasks intended to evoke critical thinking. This research is relevant to secondary school teachers who must manage their institutions\u2019 prohibitive stance on AI, student AI use, and the challenge of developing the critical thinking skills needed for the 21st-Century.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Methods<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">This qualitative study employed a co-design approach with a group of four secondary school teachers, including\u00a0myself.At\u00a0the time of writing, my study is still in progress; however, the data collected will capture the full arc of teacher reflection and interpretation across multiple phases.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The\u00a0initial\u00a090-minute co-design session was used to discuss how we are using AI in our classes to support CT. The session began with us agreeing on a definition of CT and then\u00a0the majority of\u00a0the time was devoted to collaborative design. We explored how AI outputs can help scaffold CT, and we discussed any challenges that are typically found when integrating AI. Following the co-design session, we had a week to implement any ideas discussed in the co-design session and try to use AI as a scaffold to enhance\u00a0CT.\u00a0 After\u00a0the AI-supported\u00a0Iesson, all teachers filled out a reflective journal entry. A final collaborative reflection session is scheduled to debrief outcomes and capture how our thinking has evolved. To analyze the data, I am using thematic analysis (Braun and Clarke, 2006)\u00a0 and\u00a0discourse analysis.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Results<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Preliminary analysis has\u00a0identified\u00a0three emerging themes that directly address the research questions:<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\u25cf\" data-font=\"\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\u25cf&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">The Four Pillars of Critical Thinking \u2013 teachers have described critical thinking as requiring conceptual, self-regulatory, emotional, and evaluative components working together.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\u25cf\" data-font=\"\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\u25cf&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">The Consequence Gap \u2013 students lack real-world stakes for their decisions, inhibiting critical thinking development.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\u25cf\" data-font=\"\" data-listid=\"1\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\u25cf&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"auto\">The Risk That AI Reinforces Student Biases \u2013 teachers worry about AI\u2019s potential to reinforce rather than challenge students&#8217; existing assumptions.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">These themes will be illustrated at the conference with teacher voices and concrete examples of prompts and materials.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Conclusion<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">This\u00a0SoTL\u00a0study\u00a0contributes\u00a0both theoretical and practical insights. Theoretically, it offers a refined understanding of how teachers conceptualize critical thinking in relation to AI, revealing\u00a0the\u00a0 \u201cconsequence gap\u201d as an unexplored barrier to critical thinking development. Practically, it provides tangible design principles and prompting strategies that educators can\u00a0adapt.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">By the time of the conference, full analysis will be complete, enabling presentation of a comprehensive thematic map, discourse analysis revealing how teachers collaboratively constructed these strategies, and concrete examples of teacher-designed prompts and materials. Attendees will leave with both conceptual frameworks for understanding AI&#8217;s pedagogical role and practical strategies for integrating AI as a scaffold for critical thinking rather than a shortcut that undermines it.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">References<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Braun,\u00a0V.\u00a0and Clarke, V. (2006) \u2018Using thematic analysis in psychology\u2019, Qualitative Research in Psychology, 3(2), pp. 77\u2013101.\u00a0doi: 10.1191\/1478088706qp063oa.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Rationale\u00a0 Generative AI tools present a paradox for educators.\u00a0On one hand, they have the ability to powerfully enhance learning, but on the other hand they threaten to undermine critical thinking (CT) by providing students with quick answers that bypass genuine cognitive engagement.\u00a0Teachers\u00a0report\u00a0a central dilemma: How can AI be used as a scaffold for CT rather [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[131,127,83,128,129,133,125,132,134,130],"class_list":["post-261","post","type-post","status-publish","format-standard","hentry","category-uncategorised","tag-cognitive-scaffolding","tag-critical-thinking","tag-generative-ai","tag-pedagogical-design","tag-prompting-strategies","tag-scholarship-of-teaching-and-learning-sotl","tag-secondary-education","tag-teacher-co-design","tag-teacher-facilitation","tag-teacher-professional-learning"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/261","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/comments?post=261"}],"version-history":[{"count":1,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/261\/revisions"}],"predecessor-version":[{"id":262,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/261\/revisions\/262"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/media?parent=261"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/categories?post=261"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/tags?post=261"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}