Can AI and Critical Thinking Coexist in the Classroom?

Editor's Note: This article marks the beginning of a new advice column series, authored by Course Hero's Vice President of Academics, Sean Michael Morris.

In this series, Sean addresses the questions and concerns of real faculty members using his 20+ years of experience working in critical digital pedagogy. His work has been featured by National Public Radio, The Chronicle of Higher Education, Inside Higher Ed, Times Higher Ed, The Guardian, Forbes, Fortune, and by numerous podcasts across the education space.

Reader Question

How can I ensure that students who might use generative AI for brainstorming do not then simply use that AI-generated content in their actual writing assignment?

Submitted by: Robert Goldberg , Professor at Prince George's Community College

Dear Robert,

First off, it's heartening that you’re thinking about how to balance AI with critical thinking. It's a reflection of your dedication to maintaining high standards while embracing new technology—a task that many educators find themselves navigating today.

Let’s start with a fundamental truth that I think you would agree with—AI is a tool, not a substitute for human insight. While AI can ignite creativity and problem-solving, its true value emerges only through human guidance and judgment.

Our role as educators is to craft tasks that tap into that uniquely human intellect, while guiding students in how to discern, evaluate, and refine AI-generated content.

Consider these approaches as you help your students harness AI as a tool rather than a crutch:

Encourage Transparency and Reflection

Create a classroom environment where students feel at ease discussing their use of AI. Instead of worrying about students sneaking in AI-generated content, invite them to reflect on their use of these tools. 

Have them include a brief reflection with their assignments, explaining how they used AI during the brainstorming phase and what influence, if any, it had on their final product. This promotes honesty and nudges them to think critically about their own creative process.

Teach AI Literacy

It’s understandable to be concerned about students over-relying on AI-generated content. Rather than imposing strict bans, educate them about AI’s limitations. While AI can generate content quickly, it often lacks the depth and originality of genuine human insight. Guide students to understand these limitations and encourage them to augment their work with AI, rather than substitute it.

Incorporate lessons that focus on teaching AI literacy by evaluating AI-generated content against well-regarded sources. This practice can highlight where AI falls short and why their critical thinking is invaluable.

Emphasize the Writing Process

Structure assignments that challenge students to engage deeply with their writing. Break tasks into stages—brainstorming, outlining, drafting, and revising—and ask students to submit each stage for review. This process encourages students to focus on how their ideas evolve, which highlights the importance of their learning journey rather than just the final product.

For instance, have students submit an initial outline, a draft reflecting their own ideas, and a revised version incorporating feedback. This helps them keep track of their progress and also fosters a sense of ownership over their work.

Position AI as a Revision Tool

Encourage students to use AI for revision rather than creation. Suggest that they draft their work independently, then use AI to refine ideas, rephrase sentences, or correct grammar. This ensures the core content remains their own, with AI acting as a supportive tool. 

Allow students to experiment with tools like Course Hero’s AI chat, which provides feedback on their documents. By positioning AI in this way, it becomes an assistant in the refinement process rather than a replacement for their thinking.

Real-World Example: A College English Class

A colleague of mine recently shared concerns about her students’ increased reliance on AI. Many used AI for brainstorming and generating essay sections, resulting in technically sound but uninspired work. To address this, she asked students to submit both AI-generated content and their own drafts, followed by a comparative analysis of the two. 

My colleague reported that the results were striking—the exercise made students more aware of AI’s limitations and underscored the value of their unique perspectives. Students began to see AI as a tool for streamlining rather than a crutch, which led to richer, more original essays. 

Final Thoughts

Bringing AI into the classroom doesn’t have to mean sacrificing your students' critical thinking skills. With the right approach, you can guide them to use AI as a tool without losing their intellectual engagement.

By fostering transparency and educating students about AI’s limitations, you’re preparing them to navigate an increasingly AI-driven world with thoughtful, informed perspectives. In doing so,  you equip them with the skills to face whatever lies ahead.

Sincerely,

Sean Michael Morris

Vice President of Academics

Course Hero

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