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Angelino, F. J. (2025). Minds That Prompt, Minds That Question: Cultivating Critical Thinking in the Age of Generative AI in Higher Education. 1.º Encontro da Rede Portuguesa de Pensamento Crítico.

F. J. Angelino,  "Minds That Prompt, Minds That Question: Cultivating Critical Thinking in the Age of Generative AI in Higher Education.", in 1.º Encontro da Rede Portuguesa de Pensamento Crítico, Santarém, 2025

@misc{angelino2025_1766228201091,
	author = "Angelino, F. J.",
	title = "Minds That Prompt, Minds That Question: Cultivating Critical Thinking in the Age of Generative AI in Higher Education.",
	year = "2025",
	howpublished = "Ambos (impresso e digital)",
	url = "https://www.even3.pt/e/1-encontro-da-rede-portuguesa-de-pensamento-critico-519976"
}

TY  - CPAPER
TI  - Minds That Prompt, Minds That Question: Cultivating Critical Thinking in the Age of Generative AI in Higher Education.
T2  - 1.º Encontro da Rede Portuguesa de Pensamento Crítico
AU  - Angelino, F. J.
PY  - 2025
CY  - Santarém
UR  - https://www.even3.pt/e/1-encontro-da-rede-portuguesa-de-pensamento-critico-519976
AB  - The rapid integration of AI tools in education raises an important question for educators: should we prioritize developing traditional critical thinking skills or focus on the emerging essential domain of prompting skills?
Emerging research (Wang et al., 2023; Kasneci et al., 2023) suggests these skills enhance each other when taught together, with prompting requiring precise formulation of questions and evaluation of outputs.
The main goal of this research is to comprehensively analyse the relationship between critical thinking and critical prompting skills in higher education. Rather than positioning these as competing priorities, the previous analysis reveals they exist in a complementary, hierarchical relationship, where critical thinking must precede artificial intelligence, both historically and conceptually. Research suggests these skill sets are complementary and mutually reinforcing.
A framework of critical thinking skills that students need when working with AI tools across different academic levels is also a goal of this research. The framework must address the progressive development of these skills from foundational verification abilities at the bachelor's level to sophisticated epistemological analysis at the PhD level.
The strategic recommendation for higher education institutions seems clear: maintain strong emphasis on critical thinking as the primary foundation while strategically integrating critical prompting as an applied form of critical thinking within AI contexts. This approach ensures students develop both timeless cognitive abilities and contemporary technical skills. 
This integrated perspective aligns with broader educational principles and prepares students for a future where human judgment and effective AI interaction are complementary rather than competing priorities.
Critical thinking skills development deserves continued primary emphasis as the foundation, while critical prompting skills should be strategically integrated as a specialized application of critical thinking in AI contexts. Institutions that successfully integrate both will best prepare students for a future where human judgment and effective AI interaction are equally valuable.
ER  -