لخّصلي

The integration of generative artificial intelligence (AI) tools like ChatGPT in education has raised concerns that students may become dependent on AI-generated solutions, potentially stifling the development of critical thinking skills.Compounding this issue is the fact that Bloom's Taxonomy--the widely used framework for designing educational goals--fails to address the cognitive demands of AI-assisted learning.Using a conceptual approach supported by empirical evidence from MSc Marketing students' interactions with AI tools over 4 weeks, the study found that AI can both enhance and challenge critical thinking across cognitive, affective, and metacognitive domains.

The integration of generative artificial intelligence (AI) tools like ChatGPT in education has raised concerns that students may become dependent on AI-generated solutions, potentially stifling the development of critical thinking skills. Compounding this issue is the fact that Bloom’s Taxonomy—the widely used framework for designing educational goals—fails to address the cognitive demands of AI-assisted learning. This exploratory study presents a revised framework that incorporates AI-specific competencies, offering a more relevant model for nurturing critical thinking in an AI-driven environment. Using a conceptual approach supported by empirical evidence from MSc Marketing students’ interactions with AI tools over 4 weeks, the study found that AI can both enhance and challenge critical thinking across cognitive, affective, and metacognitive domains. Key elements such as melioration, ethical reasoning, collaboration, and reflective thinking were identified as critical for developing deeper engagement with AI-generated content. The framework proposes 12 propositions that inform future research and pedagogical strategies. This study outlines a research agenda for examining AI’s impact on cognitive development, serving as a resource for educators, policymakers, and researchers seeking to adapt teaching methods for AI-assisted education.