AI in the classroom: does it really promote critical thinking?

AI in the classroom: does it really promote critical thinking?

A recent study by Dr. Igor Asanov and Peer-Benedikt Degen at the University of Kassel examine the effects of AI-supported learning methods on students' critical thinking. This research, which involves a collaboration between the Center for Empirical Research on Teaching and Learning (ZELL) and the International Center for Higher Education Research (INCHER), examines the effectiveness of a Socratic tutor developed using artificial intelligence. The focus of this study is on the question of whether such AI tools promote or inhibit independent thinking.

The study, carried out with 65 teacher training students in Germany, shows promising results. Participants who interacted with the Socratic tutor reported greater encouragement of critical, independent and reflective thinking compared to a group that worked with an uninstructed AI chatbot. These findings contrast with a recent study from the Swiss Business School, which analyzes the influence of AI tools such as ChatGPT on critical thinking. Their results show that the use of such tools reduces critical thinking, especially among younger audiences.

Critical thinking in focus

The Swiss Business School study surveyed 666 people from the UK and found a significant negative correlation between the use of AI tools and critical thinking skills. Participants reported difficulty solving problems independently, which was attributed to cognitive offloading. Many were aware of the potential negative impact of AI on their thinking, but showed a tendency to be less critical of information.

Michael Gerlich, one of the authors of this study, recommends that schools and universities should specifically promote critical thinking. Based on the results from the University of Kassel, he suggests developing AI systems in such a way that they require a certain degree of active thinking. This could help strengthen users' cognitive abilities instead of undermining them.

Overall assessment of the results

Compared to the findings from the University of Kassel, it becomes clear that the type of interaction with AI makes a crucial difference. While targeted educational instruction can lead to a positive influence on analytical thinking, unregulated AI interactions have a negative influence and lead to a decline in cognitive abilities. The results of the Socratic Tutor at the University of Kassel suggest that dialogic AI can stimulate metacognitive engagement, indicating great potential if AI is used correctly.

In summary, implementing circular learning methods such as the Socratic approach offers many opportunities for designing learning environments that both leverage technological innovation and promote students' independent thinking skills. Further information on these exciting findings is available in the preprint of the study on arXiv: arxiv.org/abs/2508.05116.

For an in-depth discussion about the future of AI in education, a discussion paper from the AI ​​Campus is also recommended. Such resources can help better understand the challenges and opportunities of artificial intelligence in education.