AI AS A ‘CO-THINKER’: CHALLENGING OR ENRICHING CRITICAL THINKING IN HIGHER EDUCATION
Keywords:
Critical thinking, higher education, AI literacy, cognitive collaboratorAbstract
Abstract: The integration of artificial intelligence (AI) into education has raised important discussions about its dual role as both a collaborator and a potential disruptor of human thinking. This conceptual paper explores the role of AI as a ‘co-thinker’ in higher education specifically as an epistemic partner that interacts with learners during real-time cognitive tasks. Based on Vygotsky’s social constructivism and Facione’s critical thinking framework, this paper introduces an Input-Process-Output (IPO) model that outlines how AI may facilitating learners’ reasoning processes. Through a critical review of current literature, this paper demonstrates how AI can assist in idea generation, argument development and metacognitive reflection, especially when used ethically and supported by prompt literacy and dialogic pedagogy. At the same time, it highlights major concerns such as algorithmic bias, lack of transparency and the potential loss of intellectual autonomy. The paper also identifies several challenges across institutional, pedagogical and learner-levels that must be addressed to ensure that AI enhances rather than diminishes critical thinking. In response, three pathways are proposed: empirical validation of the model, curricular restructuring to foster AI-literate pedagogy and inclusive access to essential AI tools. Overall, this paper reframes AI as a cognitive collaborator rather than a replacement for human thought, with its impact depends by how learners interact with it. It contributes to ongoing debates about integrating AI meaningfully in higher education with responsible users of AI technologies.
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