Abstract
Under the current unprecedented explosion of information, the challenge of managing and critically engaging with data has become essential. This project explores how the integration of AI tools in higher education requires a fundamental rethinking of the distinctions between information and knowledge, as well as the broader roles of teaching and learning. Rather than viewing education merely as the transfer of information, this study advocates for fostering students’ metacognitive and critical thinking skills in the context of AI-mediated assignments.
The project invites students to engage with AI as a tool to produce their final assignments. Recognizing that students will inevitably use AI, the focus shifts toward a structured, reflective process where learners critically evaluate the AI’s contributions, the quality of sourced materials, and the differences between human and AI outputs. Through scaffolding strategies—including brainstorming their topics, documenting prompt formulation, interacting with instructors, and verifying and reflecting on AI-generated content—students develop deeper insights into the limitations and advantages of AI in academic inquiry.
This approach challenges the traditional product-oriented pedagogy by foregrounding process, reflection, and intellectual participation over mere cognitive offloading. The goal is to develop an innovative pedagogical framework that aligns AI utilization with critical metacognitive skill development to prepare learners for reflective, ethical, and meaningful participation in a data-rich world.
Presenter(s) / Author(s)
