The Critical Thinking Challenge

Artificial intelligence is transforming how students access information, solve problems, and learn. While AI offers significant opportunities for education, it also raises an important question: 

What happens to students' thinking when answers and information are so readily available?

Research suggests that critical thinking develops through purposeful questioning, discussion, feedback, reflection, and opportunities for students to explain, reconsider, and build on their thinking (Abrami et al., 2015; Butler, 2024). As AI becomes increasingly common in education, we need to consider whether these tools support these processes or make it easier for students to avoid them.

This OER explores that question by examining current research, evaluating existing AI tools, and considering how AI might be intentionally designed to strengthen critical thinking for learners from Grade 4 through first-year post-secondary. This was chosen to reflect the broad range of expertise of our team.

How might AI be intentionally designed to strengthen critical thinking for learners from Grades 4 through first-year post-secondary?

Why Does This Matter for Educational Technology?

If critical thinking develops through questioning, feedback, reflection, and opportunities to reconsider ideas, then educational technologies designed to support critical thinking must do more than provide information or generate answers. Understanding how critical thinking develops gives us a framework for evaluating the current AI landscape—and identifying what may still be missing.