Post Thread

Generative AI can support learning and critical thinking, but its benefits depend on students using it actively and reflectively rather than simply accepting its outputs. Effective prompt writing is linked to stronger critical-thinking awareness, yet students often overestimate their prompting abilities and may not recognize inaccurate or low-quality AI responses. This suggests that students need explicit instruction in strategic prompting, verification, reflection, and evaluation rather than basic training in how to use AI tools. One assessment approach made AI use visible by requiring students to document their prompts, explain changes to AI-generated content, and show how they verified information and reflected on what they learned. This approach helped make responsible AI use and fact-checking assessable, although unclear guidance sometimes led students to use AI in very different ways and raised questions about how well the essay itself measured their writing and argument-development skills. Overall, assessment should make students’ AI-supported learning processes visible while ensuring that critical thinking, writing, independent judgment, and accountability remain central.

https://pure.st-andrews.ac.uk/ws/portalfiles/portal/337643373/Alanquodi-et-al-2026-Critical-thinking-and-prompt-engineering-EDUCON2026-AAM-CCBY.pdf