Pedagogical mediation using generative artificial intelligence and the development of critical thinking in students

Abstract

The study analyzed the relationship between pedagogical mediation involving generative artificial intelligence and the development of critical thinking among students at a public educational institution under Ecuador's Ministry of Education. The sample consisted of 100 students from the intermediate and upper levels of General Basic Education and the Unified General Baccalaureate. The study employed a mixed-methods approach predominantly quantitative using a non-experimental, cross-sectional, and descriptive-correlational design. Data collection involved a mixed-format questionnaire comprising 15 Likert-scale items and two open-ended questions. Results revealed a favorable perception regarding the pedagogical use of generative artificial intelligence, with an overall mean score of 3.91 out of 5. Argumentation and reflection received the highest ratings, whereas information verification received the lowest. Students in the Baccalaureate program demonstrated greater autonomy and critical engagement. The study concludes that teacher mediation is essential for fostering the ethical, reflective, and responsible use of artificial intelligence in school-based learning.