Integrating Universal Generative AI Platforms in Educational Labs to Foster Critical Thinking and Digital Literacy

TL;DR

This paper introduces a pedagogical framework for integrating generative AI platforms into educational labs to enhance critical thinking and digital literacy, demonstrated through a pilot in an astronomy course.

Contribution

It proposes a novel interdisciplinary model for AI-integrated laboratory activities that promotes critical reflection and engagement among students.

Findings

High student engagement and critical reflection observed.

Students continued activities beyond class and presented at a symposium.

Structured AI interactions improve learning outcomes.

Abstract

This paper presents a new educational framework for integrating generative artificial intelligence (GenAI) platforms such as ChatGPT, Claude, and Gemini into laboratory activities aimed at developing critical thinking and digital literacy among undergraduate students. Recognizing the limitations and risks of uncritical reliance on large language models (LLMs), the proposed pedagogical model reframes GenAI as a research subject and cognitive tool. Students formulate discipline-specific prompts and evaluate GenAI-generated responses in text, image, and video modalities. A pilot implementation in a general astronomy course for non-science majors demonstrated high levels of engagement and critical reflection, with many students continuing the activity after class and presenting results at a research symposium. The results highlight the importance of structured AI interactions in education and suggest that GenAI can improve learning outcomes when combined with reflective assessment methods. The study proposes a replicable model for interdisciplinary AI-integrated lab work, adaptable to scientific disciplines. See the guide to learning activities based on Generative-Ai platforms: https://doi.org/10.5281/zenodo.15555802