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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. In 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, 2025

@inproceedings{angelino2025_1777920873771,
	author = "Angelino, F. J.",
	title = "Minds That Prompt, Minds That Question: Cultivating Critical Thinking in the Age of Generative AI in Higher Education.",
	booktitle = "1.º Encontro da Rede Portuguesa de Pensamento Crítico",
	year = "2025",
	editor = "",
	volume = "",
	number = "",
	series = "",
	publisher = "",
	address = "",
	organization = "",
	url = "https://crithinknet.org/"
}

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
UR  - https://crithinknet.org/
AB  - This work explores the evolving relationship between traditional critical thinking and emerging AI prompting skills within modern academic environments. As generative artificial intelligence revolutionizes how information is processed, this study investigates whether higher education should prioritize classic critical thinking strategies or adapt curricula to incorporate effective prompting techniques for interacting with advanced AI systems. Drawing on historical underpinnings that shaped the development of artificial intelligence, the analysis emphasizes that critical thinking has long served as the fundamental framework for intellectual inquiry, evaluation, and ethical decision-making. However, as AI-driven tools gain prominence, the practical utility of prompt engineering - crafted, purposeful queries designed to optimize AI outputs - demands equal attention. The article systematically compares the roles, definitions, and academic implications of critical thinking and AI prompting, highlighting their complementary strengths. It presents a tiered framework for cultivating these skills across undergraduate, master’s, and doctoral levels by suggesting progressive, discipline-specific activities that advance from basic verification and prompt formulation to sophisticated analytical and epistemological investigations. Moreover, the study offers strategic recommendations for higher education institutions, advocating that a balanced integration of both skill sets not only bolsters students’ competitive edge in a technologically driven landscape but also reinforces academic integrity and ethical standards. By merging time-honored critical thinking methodologies with innovative AI interaction strategies, the work envisions an educational paradigm that prepares learners for the complexities of modern research and professional practice. The paper contributes valuable insights into curriculum design and faculty development, ensuring that future graduates are adept at navigating the interplay of human judgment and automated intelligence in an increasingly digital world.
ER  -