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Fostering Critical Thinking in the Age of AI: A Transdisciplinary Approach to Learning

  • Jul 7, 2026
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Abstract Book of the 11th International Conference on Research in Education, Teaching and Learning

Year: 2026

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Fostering Critical Thinking in the Age of AI: A Transdisciplinary Approach to Learning

Dr. Bassem Kandil, Prof. Patricia Rached

ABSTRACT:

In Lebanon, and probably across the world, schools are struggling to keep students cognitively engaged in learning. Many students feel detached from what they study and they often face difficulties in transfer of learning and in solving problems that require critical thinking. Although Generative Artificial Intelligence (GAI) has great potential, its misuse may also weaken creative and critical thinking. This study aims to examine the effect of a transdisciplinary approach to learning, using hands-on resources, on critical thinking with GAI positioned as a learning partner. Learning activities were structured around authentic tasks requiring problem solving, with students interacting with GAI to generate ideas, challenge assumptions, and receive feedback. The teacher’s role was to guide students on how to properly use GAI by asking essential questions. A mixed-method sequential explanatory design was employed with a sample of grade eight students. A quasi-experimental quantitative phase was followed by a qualitative one to explain and enrich the quantitative findings. Besides pretest–posttest critical thinking assessments, data were collected through student artifacts, questions asked or prompts written, and reflective responses. Findings indicate an improvement in critical thinking among students in the experimental group. Purposeful and guided integration of GAI within a transdisciplinary approach to learning can enhance critical thinking by promoting active engagement, metacognitive awareness, and deeper conceptual understanding. Students demonstrated increased ability to question AI-generated outputs, test ideas through hands-on tasks, and refine their reasoning through iterative feedback. The study provides a promising model for redesigning learning in AI-augmented environments.

Keywords: Critical thinking, Problem solving, GAI, Transdisciplinary, Meaningful learning