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Cited by 166Artificial Intelligence in EducationEducation and Critical Thinking DevelopmentEducational Assessment and Pedagogy

The DOI matches its Crossref record, with a small difference in title or year; 56 of the 56 references it cites were found in a registry or an index.

Generative AI’s Impact on Critical Thinking: Revisiting Bloom’s Taxonomy

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Gonsalves, Chahna·2026·Journal of Marketing Education
DOI 10.1177/02734753241305980
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Abstract

The integration of generative artificial intelligence (AI) tools like ChatGPT in education has raised concerns that students may become dependent on AI-generated solutions, potentially stifling the development of critical thinking skills. Compounding this issue is the fact that Bloom’s Taxonomy—the widely used framework for designing educational goals—fails to address the cognitive demands of AI-assisted learning. This exploratory study presents a revised framework that incorporates AI-specific competencies, offering a more relevant model for nurturing critical thinking in an AI-driven environment. Using a conceptual approach supported by empirical evidence from MSc Marketing students’ interactions with AI tools over 4 weeks, the study found that AI can both enhance and challenge critical thinking across cognitive, affective, and metacognitive domains. Key elements such as melioration, ethical reasoning, collaboration, and reflective thinking were identified as critical for developing deeper engagement with AI-generated content. The framework proposes 12 propositions that inform future research and pedagogical strategies. This study outlines a research agenda for examining AI’s impact on cognitive development, serving as a resource for educators, policymakers, and researchers seeking to adapt teaching methods for AI-assisted education.

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Research works printed but not linked: 7

  1. Bloom B. S., Engelhart M. D., Furst E., Hill W. H., Krathwohl D. R. (1956). Handbook I: Cognitive domain. David McKay.
  2. Churches A. (2010). Bloom’s Digital Taxonomy. A thorough orientation to the revised taxonomy; practical recommendations for a wide variety of ways mapping the taxonomy to the uses of current online technologies; and associated rubrics. Australian School Library Association NSW Incorporated.
  3. Devitt A., Brady M., Lamest M., Dalton G., Newman N., Gomez S. (2015). Serious games in marketing education: Developing higher order cognitive skills through collaboration in a simulation game. In proceedings of the INTED2015 9th International Technology, Education and Development Conference, Madrid (pp. 6340–6349).
  4. Huitt W. (1998). Critical thinking: An overview. Educational psychology interactive. Valdosta State University.
  5. Paul R. W. (1985). Bloom’s Taxonomy and critical thinking instruction. Educational Leadership, 42(8), 36–39.
  6. Scriven M., Paul R. (1987). Defining critical thinking [Conference session]. 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987, Rohnert Park, California, USA.
  7. Watt S., Zdrahal Z., Brayshaw M. (1995). Multiple agent systems for configuration design (pp. 217–228). IOS Press.

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Metadata

Authors
Gonsalves, C.
Affiliations
King's College London (GB)
Corresponding author
Gonsalves, Chahna
ORCID
Gonsalves, Chahna
Venue
Journal of Marketing Education
Publisher
SAGE Publications
Published
2024-12-23
Volume
48
Issue
1
Pages
4-19
ISSN
  • 0273-4753 (ISSN-L)
  • 1552-6550
DOI
10.1177/02734753241305980
OpenAlex
W4405726304
Cited by
161
References
56
Citations by year
2026: 96 · 2025: 65
FWCI
60.54
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Marketing Education (publishedVersion, cc-by-nc)
  • Research Portal (King's College London) (submittedVersion, cc-by-nd)
Topics
  • Social Sciences › Education › Artificial Intelligence in Education
  • Social Sciences › Education › Education and Critical Thinking Development
  • Social Sciences › Education › Educational Assessment and Pedagogy
Keywords
generative AI in education, ChatGPT, critical thinking, Bloom's taxonomy, AI-assisted learning, metacognition, melioration, moral reasoning, cooperative learning, reflective thinking, marketing education, AI dependency, cognitive development

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