Can generative AI and critical thinking coexist?

Can generative AI and critical thinking coexist?

As generative AI reshapes education, a key challenge emerges: Can it enhance learning without weakening critical thinking? The answer lies in how we teach students to engage with AI thoughtfully.

Generative AI (GenAI) technologies such as ChatGPT are making a transformative impact on the Vietnamese educational sector. 

According to RMIT Vietnam Associate Professor Agnis Stibe, while these AI tools are celebrated for their ability to provide personalised learning experiences and immediate access to information, they also bring a big challenge: The ease of access might lead to an over-reliance on AI for problem-solving and idea generation, potentially stifling student creativity and critical thinking.  

“Developing critical thinking skills is a fundamental goal of education,” he says. “While allowing students to leverage the benefits of generative AI, educators must ensure the intellectual development of students is not compromised.” 

Furthermore, Dr Anushka Siriwardana, a lecturer in Digital Marketing at RMIT, warns that overusing GenAI can foster a 'know-it-all' attitude among students. They become accustomed to receiving immediate answers but are not motivated to engage deeply with complex problems or develop their own reasoned arguments. 

This raises a crucial challenge: How can AI be used to support, rather than replace, critical thinking? 

RMIT students learning at laptops Developing critical thinking skills is a fundamental goal of education. (Photo: RMIT)

Recent RMIT research highlights a key factor in the moderating effects of age and education on how students can relate to AI technologies. 

In the Vietnamese context, students with higher educational attainment may demonstrate a more effective integration of AI into their learning processes, as they are likely to approach these tools with a critical mindset. 

Associate Professor Stibe says, “While older and more educated students might leverage AI to enhance their understanding and engage in deeper analysis, younger students may rely on AI for quick answers, potentially hindering their critical thinking ability.” 

As Vietnamese educational institutions navigate the integration of AI, the RMIT academics believe it is crucial to consider these moderating effects. Tailoring educational strategies that foster critical thinking while accommodating diverse age groups and educational backgrounds will be essential.  

“By promoting a culture of enquiry and encouraging students to question AI-generated information, educators can better equip them to engage thoughtfully with technology, ultimately enhancing their critical thinking capabilities in an AI-augmented learning environment,” Dr Siriwardana says. 

(L-R) Associate Professor Agnis Stibe and Dr Anushka Siriwardana (L-R) Associate Professor Agnis Stibe and Dr Anushka Siriwardana

Associate Professor Stibe suggests that one practical way to foster critical thinking in students is to design exercises that require them to develop effective prompting skills when using GenAI tools. The ultimate goal is for students to achieve fewer prompts per issue while still obtaining relevant and innovative information.  

For example, in a Digital Marketing class at RMIT, students might be tasked with exploring the latest AI-driven marketing innovations. They could begin by prompting GenAI with a broad question like, "What are the newest trends in AI-driven marketing?" 

From there, instead of continually asking vague follow-up questions, students can refine their prompts to be more specific, such as, "How are AI tools being used to personalise customer experiences in digital marketing?" 

This approach encourages them to think critically about their enquiries and the nuances of the information they seek. By engaging in this exercise, students not only learn to interact more effectively with AI but also develop the ability to analyse and prioritise information, ultimately enhancing their critical thinking skills. 

“Striking the right balance between AI and critical thinking is key. By teaching students to question, refine, and analyse AI-generated content, educators can turn GenAI into an effective tool for deeper learning and critical thinking rather than a crutch," says Associate Professor Stibe.

 

Thumbnail image: Vitalii Vodolazskyi – stock.adobe.com | Masthead image: Have a nice day – stock.adobe.com

14 March 2025
Engage

Related news

Two computer programmers coding

Vietnam’s path to tech self-reliance gains momentum
Media Release
Icon / Small / Calendar Created with Sketch. 24 Jul 2025

Can Vietnam reduce its reliance on foreign tech and build a resilient digital economy under the new Law on Digital Technology Industry? RMIT senior lecturer in IT Dr Sreenivas Tirumala shares his view.

Bitcoin price movements

Vietnam’s crypto legalisation is a defining moment for the digital future
Media Release
Icon / Small / Calendar Created with Sketch. 03 Jul 2025

RMIT senior lecturer and crypto expert Dr Jeff Nijsse explains why Vietnam’s first-ever Law of Digital Technology Industry has set a new course for the digital economy.

Katalon CEO and RMIT Vietnam Interim Pro Vice-Chancellor holding the MoU documents

RMIT and Katalon expand strategic partnership to build AI-ready workforce
Campus and community
Icon / Small / Calendar Created with Sketch. 18 Jun 2025

RMIT Vietnam and Katalon have signed a memorandum of understanding (MoU), aimed at equipping students with an adaptive mindset, future-ready skills, and AI tools.

Two children typing on laptops

Is generative AI friend or foe for children’s social development?
Media Release
Icon / Small / Calendar Created with Sketch. 30 May 2025

RMIT Psychology lecturers suggest there should be more discussions on the psychological effects of kids’ interactions with AI chatbots and virtual friends.

Load more +