A METHODOLOGY FOR USING ARTIFICIAL INTELLIGENCE-BASED REFLECTIVE TASKS TO DEVELOP STUDENTS’ PHILOSOPHICAL AND REFLECTIVE THINKING
Keywords:
philosophical-reflective thinking; artificial intelligence (AI); Large Language Models (LLMs); reflective tasks; Socratic dialogue; critical analysis; argumentation; metacognitive learning; constructivism; dialogic pedagogy; pedagogical triangle; debate simulation; personalization; portfolio assessment; digital transformation in education; chatbot-mediated learning; reflective essay; evaluation of alternative perspectives; information literacy; prompt literacy.Abstract
This article presents the theoretical and practical foundations of a methodology for
developing students’ philosophical-reflective thinking through artificial intelligence (AI)-
based reflective tasks. The author argues that the primary objective of contemporary
higher education is not merely to transmit ready-made knowledge but to cultivate
students’ independent and critical thinking skills. The study examines both the
opportunities and challenges associated with integrating Large Language Models (LLMs)
into educational practice. It demonstrates that when AI is used solely as a source of ready-
made answers, it may encourage intellectual passivity; however, when designed as an
“intellectual sparring partner,” it becomes a powerful catalyst for reflective learning. The
methodology identifies five core competencies fostered through AI-assisted learning:
questioning through the Socratic dialogue, argumentation, critical analysis, evaluation of
alternative perspectives, and drawing independent conclusions. The paper further
introduces the “student–teacher–AI” pedagogical triangle, a four-stage instructional
framework consisting of prompt design, AI-supported dialogue, reflective essay writing,
and group discussion, as well as assessment criteria based on the S-D-T-M rubric and the
design of a 12-week experimental study involving experimental and control groups. The
advantages of the proposed methodology, including personalized learning, immediate
feedback, and increased learner motivation, are discussed alongside its limitations, such
as algorithmic bias, the changing role of the teacher, and ethical and legal concerns. The
findings demonstrate the potential of integrating artificial intelligence into higher
education as an effective tool for fostering students’ philosophical-reflective and critical
thinking.
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