Beyond technical skills: a pedagogical perspective on fostering critical engagement with generative AI in university classrooms

This perspective piece addresses the rapid integration of generative artificial intelligence (AI) in higher education and the imperative to move beyond a purely technical understanding towards fostering critical AI literacy among students. Despite the benefits of AI in enhancing learning experiences and preparing students for a tech-driven workforce, concerns exist regarding misinformation, diminished critical thinking, ethical dilemmas, and a lack of regulatory frameworks. This perspective piece proposes a circular pedagogical framework comprising contextual preparation, guided engagement, and collective critical reflection, drawing on Vygotsky’s sociocultural theory, Freire’s critical consciousness, and Mackey and Jacobson’s metaliteracies framework. The framework aims to address three critical competency gaps: AI tool assessment, critical AI evaluation skills, and AI information literacy. The paper highlights the importance of discipline-specific AI integration and scaffolded learning, supported by student reflection and metacognition, as demonstrated in the geography seminar courses discussed in the paper. Recognizing the need for instructor AI literacy, the paper concludes by emphasizing the necessity of institutional support through targeted training and interdisciplinary collaboration to ensure AI enhances learning effectively.