APPROACHES TO APPLYING CRITICAL THINKING IN THE USE OF GENERATIVE AI IN GENERAL EDUCATION

DOI: 10.18173/2354-1075.2025-0060

Abstract

This paper investigates the role of critical thinking in the evaluation and application of Generative Artificial Intelligence (GenAI) within general education. While AI models such as ChatGPT, Microsoft Copilot, and Google Translate have significantly influenced teaching and learning processes, they also introduce challenges related to information bias, contextual inaccuracies, and algorithmic distortions. By analyzing the underlying mechanisms of these GenAI systems, the study underscores the necessity of applying critical thinking when interpreting and utilizing AIgenerated content. The paper proposes practical strategies for integrating critical thinking into educational practices and suggests tools that enhance users' understanding of GenAI while mitigating risks associated with AI bias. The findings contribute to the development of a more systematic and ethically grounded framework for GenAI-based education, promoting both pedagogical effectiveness and responsible AI use.