Fostering Critical Thinking Skills in the HEIs of Armenia in the Age of AI-driven Transformation

Abstract

Higher education is experiencing significant changes due to technological advancements, learner-centered approaches, and evolving societal needs. This paper examines the urgent need for integrating critical thinking skills into Armenian higher education in light of AI-driven transformations and the country’s emerging AI industry.

To address the need for critical thinking (CT) skills, a comprehensive framework comprising Universal, Mixed, and Infusion approaches should be introduced in HEIs to offer various ways to nurture CT, from dedicated courses to integration across disciplines and the entire curriculum, as well as selected models such as Pearson's RED Model, Bloom’s Taxonomy, and the Paul-Elder Model as effective tools for promoting CT among students. These frameworks provide guidelines for recognizing assumptions, evaluating arguments and drawing conclusions, that enables students to engage critically with AI-generated insights.

Moreover, a holistic approach to the development of CT among students, who are not yet ‘AI natives’, is bound to the cultivation of a CT mindset characterized by integrity, autonomy, and empathy. This mindset enables students to approach AI with skepticism and fosters a culture of innovation and ethical decision-making.

The mentioned frameworks cannot generate the anticipated outcomes unless CT skills development becomes an integral part of the CPD of teaching staff on institutional and national level as well.

In conclusion, integrating critical thinking skills into the HEIs of Armenia is crucial in the AI-driven era. By adopting comprehensive approaches and fostering a critical thinking mindset among students, universities will prepare graduates capable of navigating the complexities of the modern world effectively.

Keywords: critical thinking skills, AI-driven transformation, CPD, learner-centeredness, critical thinking approaches and models, Active learning methods, evidence assessment.