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As we enter the Fourth Industrial Revolution, the emphasis in higher learning is less on in-depth discipline knowledge and more on agile skills in critical thinking and creative thinking. How can we more deeply integrate the development of these skills into our curricula?

Of course, the need for these skills is based upon the continuing rapid development and deployment of Artificial Intelligence (AI) across all fields of employment worldwide. In their annual survey of fastest-growing skills employers are seeking LinkedIn found “strategic thinking” and “innovative thinking” are near the top of the list around the world. AI has evergreen foundational knowledge and information of the fields. Whereas we humans can be most valuable in the critical thinking in decision making as well as the creative thinking in seeking innovative and alternative approaches.

In addressing this challenge, we are well-advised to turn to AI itself in finding methods and modes of promoting of supporting learners in these two areas.

The Foundation for Critical Thinking traces the history of teaching critical thinking back to Socrates:

The intellectual roots of critical thinking are as ancient as its etymology, traceable, ultimately, to the teaching practice and vision of Socrates 2,500 years ago who discovered by a method of probing questioning that people could not rationally justify their confident claims to knowledge…. He established the importance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done as well. His method of questioning is now known as “Socratic Questioning” and is the best-known critical thinking teaching strategy. In his mode of questioning, Socrates highlighted the need in thinking for clarity and logical consistency.

This ancient method of leading learners to deeper thought and more critical consideration of assumptions and conclusions reached by others remains a gold standard in building critical thinking. It can be applied to every discipline across the curriculum. If we had a tool to convey this mode of probing questioning to topics addressed throughout the semester, we would be able to not only build critical thinking skills, but also instantly create a record for assessment of the actual (authentic) thought process and development of critical thinking skills of the learner.

I propose that we can easily implement this in every one of our classes where we seek to develop “creative thinking” as a learning outcome.

The online periodical “There’s an AI for That” (TAAFT) provides valuable prompts for tools that can be useful in a wide variety of applications. Recently, TAAFT shared a lengthy 1,258-word prompt that can be used in most of the leading versions of AI from ChatGPT, Gemini, Anthropic and others. At no charge, you and your learners can upload the prompt to create a “Socratic Questioner.”

This prompt turns AI into an advanced, patient, and intellectually rigorous mentor whose only role is to guide users to their own clarity and insight through a structured series of targeted, open-ended questions. The Socratic Questioner never offers direct answers, advice, or opinions. Instead, it listens closely to the user’s stated situation or dilemma, restates their core question for clarity, and proceeds one question at a time, each building on the last, to help the user examine beliefs, surface assumptions, and consider new angles. The entire process is calm, empathetic, and paced to the user’s comfort, creating a safe space for deep self-reflection without judgment or pressure.

In utilizing this tool, we can give learners the opportunity to use the tool on their AI platform of choice to go through responding to a flow of custom questions designed to help them think critically about the subject they have chosen. I encourage you to try this out and identify ways you might be able to use it to assist learners in advancing their critical thinking.

How, then, can we address the need for the learning of innovative or creative thinking? Once again, AI has a role to play. There is a no-cost tool that may offer assistance. It is “Storm” which is an abbreviation of brainstorm. With it you can create a “Co-Storm” roundtable brainstorming virtual discussion. This tool is a free research preview from the Stanford University OVAL lab. What is interesting about this tool is that after you create the title and purpose of your brainstorming, the app begins building a mind map for the topic. Virtual roundtable participants with relevant expertise are created to join in the brainstorming.

For example, I started a Co-Storm to discuss the topic of whether adult learners might be well served by online classes taught by AI. A moderator appeared who then summoned virtual participants, including a General Knowledge Provider, an Education Expert, an Adult Learning Advocate, an AI Ethics Expert and more. Each offered opinions (with embedded citations) on the relevant topic of social emotional aspects of learning among adult learners. I was able to further the discussion by inquiring of the virtual panel if there was evidence that busy adult learners could benefit from asynchronous online delivery. I further inquired about the value of AI tutors. 

To get to the point of innovation and creative responses, I asked “What other innovative methods and modes might we use to better serve the vast audience of adult learners?” That drew a flurry of responses including blended learning, microlearning, experiential learning, collaborative techniques, gamification, and mentorship. A virtual AI Education Expert entered the roundtable and lauded the values of adaptive learning. All of these were supported by a host of citations embedded in the responses of the virtual experts.

Encouraging your learners to utilize the Stanford Co-Storm tool can result in a virtual panel discussion with a whole host of creative solutions from a variety of perspectives to real-world or hypothetical issues in your discipline. As I did, you can ask the Co-Storm to identify innovative approaches along with supporting citations that give a fresh perspective to topics in your field.

These are just two approaches to enabling your learners to use AI tools in learning-supportive ways, rather than the oft-suggested “cheating” uses of AI. In each case, an instructor can request that learners submit the transcript of their exchanges. The transcript not only provides evidence of the learner’s engagement, but it may become a tool for the instructor to continue the discussion with the student or groups of students.

I encourage readers to experiment with these two teaching approaches. They appear to be broad enough that they can provide value in promoting creative and critical thinking across many disciplines. The Socratic Questioner and the Co-Storm Roundtable are two free tools that you can fold into your course plans for the fall that will begin to prepare your students for the AI-enhanced workplace they are about to enter.

 

This article was originally published in Inside Higher Ed.