Developing higher-order thinking skills among graduate students using Artificial Intelligence

Abstract

A mixed-method study was designed to develop higher order thinking skills among graduate students at college level. The study investigated the perceptions, benefits, teaching strategies and challenges associated with AI implementation in academic settings to enhance critical thinking skill among graduate students. For quantitative data, a sample size of 120 students were selected through random sampling for college students. For qualitative data, a sample size of 20 teachers were selected for interviews. The findings revealed that while AI holds significant potential to enhance critical thinking, problem-solving, and personalized learning, and it also presented challenges such as technical complexities, unequal access, and concerns over privacy and over-reliance on technology. The study also emphasizes the necessity of addressing the ethical and practical challenges that arise from the use of AI in education, particularly in ensuring equitable access and maintaining the balance between technology and human interaction. The research concludes that with appropriate strategies and support, AI can significantly contribute to the development of higher order thinking skills, preparing students for the complexities of the modern workforce and developing comprehensive frameworks for training educators in AI utilization.