ISCAP Proceedings: Abstract Presentation
Cultivating Critical Thinking Skills in the Era of Artificial Intelligence
Katarzyna Toskin
Southern Connecticut State University
Jennifer Soto
Southern Connecticut State University
Abstract
Studies show that emergent technologies create disruption and change in the workforce. Many future jobs will consist of roles that are hard to automate and entail non-routine tasks which require critical thinking, creativity, and strong problem-solving skills (Bughin et al., 2018; Lauande Rodrigues & De Minicis, 2021). However, as we embrace Artificial Intelligence (AI) technologies in all facets of life including work and educational settings, how do we ensure that we enhance rather than hinder critical thinking skills while adapting to these innovative technologies?
As AI becomes more integrated in everyday tasks, there is a risk that individuals become overly reliant on these tools, leading to a reduction in cognitive effort and less engagement in critical thinking processes (Ahmad et al., 2023). This can result in a superficial approach to problem-solving, where the emphasis is placed on efficiency rather than depth of thought. Over time, this reliance on AI can erode the necessary cognitive skills needed for independent, critical analysis, making it crucial to find a balance between utilizing AI and maintaining intellectual engagement.
While some scholars believe that AI tools can significantly boost the development of critical thinking skills though tailored learning experience and real time feedback (Muthmainnah, Ibna Seraj & Oteir, 2022), others are not so optimistic. The latter group believes that overreliance on AI, especially Generative AI, for problem solving can have unintended effects and undermine the critical thinking learning process (Holmes, 2023). Additionally, the responses generated by AI systems are profoundly affected by the data they are built on and may include biases, misinformation, and other weaknesses. To counterbalance these effects, novel pedagogical strategies need to be developed to foster intellectual rigor while embracing modern technology.
This is especially important for Information Systems (IS) educators and practitioners who prepare and employ future IS professionals. IS jobs (future and present), especially ones that support adoption and advancement of AI technologies, must demonstrate excellent critical thinking and problem-solving skills to ensure successful implementation as well as mitigation of any undesirable risks.
References
Ahmad, S. F., Han, H., Alam, M. M., Rehmat, M., Irshad, M., Arraño-Muñoz, M., & Ariza-Montes, A. (2023). Impact of artificial intelligence on human loss in decision making, laziness and safety in education. Humanities and Social Sciences Communications, 10(1), 1-14.
Bughin, J., Hazan, E., Lund, S., Dahlström, P., Wiesinger, A., & Subramaniam, A. (2018). Skill shift: Automation and the future of the workforce. McKinsey Global Institute, 1, 3- 84.
Holmes, W. (2023). The unintended consequences of artificial intelligence and education. Education International Research.
Lauande Rodrigues P., De Minicis M. (2021), Digital and algorithmic technology: the impact on employment and the workforce, Sinappsi, XI, n.3, pp.112-125
Muthmainnah, Ibna Seraj, P. M., & Oteir, I. (2022). Playing with AI to Investigate Human-Computer Interaction Technology and Improving Critical Thinking Skills to Pursue 21st Century Age. Education Research International, 2022(1), 6468995.