Towards an AI-Assisted Transformative Pedagogy Framework forAccelerating Students Critical Thinking Skills

Abstract

This study aims to develop a conceptual framework and operational syntax for an AI-Assisted Transformative Pedagogy model as a strategy to accelerate students’ critical thinking skills in the era of Generative Artificial Intelligence (Gen-AI). The study employed a conceptual research approach using a systematic literature review method of relevant scholarly articles, books, and academic documents addressing transformative pedagogy, critical thinking, artificial intelligence in education, and human–AI collaboration. Data were analyzed through content analysis and conceptual synthesis techniques to identify relationships among key concepts and construct an integrated learning model. The findings resulted in a conceptual framework that connects transformative pedagogy, artificial intelligence, and critical thinking skills within a mutually reinforcing learning ecosystem. In addition, the study formulated six core learning phases: authentic dilemma identification, AIassisted perspective exploration, critical reflection on assumptions, argumentative dialogue, perspective reconstruction, and reflective action. The findings indicate that AI can function as a cognitive partner that facilitates critical reflection, multiperspective exploration, and evidence-based argumentation, thereby potentially accelerating the development of students’ interpretation, analysis, evaluation, inference, explanation, and self-regulation skills. The proposed model also emphasizes that teachers remain central actors in guiding cognitive transformation and ensuring that AI is utilized in pedagogically sound, ethical, and meaningful ways. Theoretically, this study contributes to the growing body of knowledge on the integration of AI into transformative instructional design. Practically, it provides a reference framework for educators in designing learning environments that are responsive to technological advancements while fostering students’ critical thinking capacities.