Fostering Critical Thinking for Natural Science Students in the AI Era: A Case Study at Thai Nguyen University of Education

Pham Van Tien, Phan Dinh Quang — Wed, 05 Nov 2025 09:42:39 +0000

In the context of the Artificial Intelligence (AI) revolution reshaping higher education, critical thinking (CT) has become a vital skill for students, especially those in the Natural Sciences. This study investigates the current state of CT perception and AI usage behavior among Natural Science students at Thai Nguyen University of Education to propose pedagogical implications. The study employed a quantitative cross-sectional survey design. An online questionnaire was administered to a sample of 100-150 second and third-year students from the faculties of Mathematics and Physics. Data were analyzed using descriptive statistics, T-tests, and Pearson correlation analysis to address the research objectives. The hypothetical results indicate that students highly value the importance of CT but rate their own proficiency modestly, particularly in skills such as evaluating the credibility of sources and identifying fallacies. Although a majority of students (over 80%) frequently use AI, their usage is primarily for basic tasks like quick information retrieval rather than for tasks requiring deep thinking. Importantly, the study found no statistically significant correlation between the frequency of AI use and the self-assessed level of CT competency. The widespread use of AI does not automatically translate to an improvement in students' critical thinking. The study highlights the necessity for deliberate pedagogical strategies that integrate AI into active learning methods to guide students in using technology as a tool to enhance their thinking, rather than merely as an instant answer provider.

Challenges for Lecturers at Thai Nguyen University of Information and Communication Technology (ICTU) in Adjusting Pedagogy and Assignment Design to Adapt to Generative AI

Huong Thi Thu Duong — Wed, 05 Nov 2025 10:19:21 +0000

The emergence of Generative Artificial Intelligence (GenAI) has presented profound pedagogical and academic challenges to global higher education. This study employs a qualitative case study design to explore the specific challenges faced by lecturers (N=15) at the University of Information and Communication Technology (ICTU), Vietnam, in adjusting their pedagogy and assignment design to adapt to GenAI. Data was collected through semi-structured interviews and analyzed using Thematic Analysis. The results reveal two primary groups of challenges: (1) Pedagogical Challenges, encompassing a crisis of professional role and competence , pedagogical disorientation , and classroom management difficulties ; and (2) Assessment Challenges, highlighted by a crisis in academic integrity (i.e., "AI-giarism") , a significant time and creative burden in designing "AI-proof" assignments , and the lack of clear institutional policies ("policy vacuum"). The study confirms a "professional paradox" at a technology-focused university, where lecturers face dual pressures regarding technical expertise and AI pedagogical competence. Urgent recommendations are made for the university to establish clear AI policies and invest in pedagogical professional development , and for lecturers to proactively develop AI Literacy and transition towards authentic assessment.

GPH-International Journal of Educational Research

Fostering Critical Thinking for Natural Science Students in the AI Era: A Case Study at Thai Nguyen University of Education

Challenges for Lecturers at Thai Nguyen University of Information and Communication Technology (ICTU) in Adjusting Pedagogy and Assignment Design to Adapt to Generative AI