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
Open accessAbstract
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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In the citing paper
“Gonsalves [80] found that students moved fluidly across cognitive, affective, and metacognitive domains and identified 12 AI-specific competencies (e.g., melioration, ethical reasoning) underpinning a revised Bloom's taxonomy.”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [80]
In the citing paper
“Key moderating factors were identified, including proper instructional design, where integration of AI in education necessitates a revised framework that incorporates AIspecific competencies to effectively nurture CT [80].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [80]
In the citing paper
“Overreliance on GenAI tools can lead to cognitive dependency, diminishing students' ability to formulate original arguments, critically assess alternative perspectives and decision-making processes [33,80,100].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [80]
Citations
Cites
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“The solicited interval-contingent diary method was selected to capture real-time data on students’ interactions with AI tools (Bolger et al., 2003; Spencer et al., 2021).”
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“…AI, they not only demonstrated awareness of the need to evaluate the output’s accuracy and validity but also encountered ethical challenges, such as plagiarism and bias, affirming the need for embedding ethical reasoning within critical thinking education (Bearman & Ajjawi, 2023; Ng et al., 2021).”
InfluentialA comprehensive AI policy education framework for university teaching and learning
Chan, C. K. Y. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00408-3 · Cited by 1,577 · cited 1×
“…support this, training programs for educators should emphasize understanding the revised cognitive engagement levels and providing strategies for effectively developing and assessing these skills, ensuring that AI acts as a facilitator, rather than a replacement, for critical thinking (Chan, 2023).”
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Cited by
Sorted by citations
Izquierdo-Condoy, J. S., Arias-Intriago, M., Tello-De-la-Torre, A., Busch, F., & Ortiz-Prado, E. (2025) · Journal of Medical Internet Research · doi:10.2196/76340 · Cited by 87
Faraon, M., Rönkkö, K., Milrad, M., & Tsui, E. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13492-x · Cited by 50
Salido, A., Syarif, I., Sitepu, M. S., Suparjan, Wana, P. R., Taufika, R., & Melisa, R. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101924 · Cited by 48
Generative Artificial Intelligence Literacy: Scale Development and Its Effect on Job Performance
Xin, L., Zhang, L., & Wei, X. (2025) · Behavioral Sciences · doi:10.3390/bs15060811 · Cited by 71
Rana, V., Verhoeven, B., & Sharma, M. (2025) · Journal of University Teaching and Learning Practice · doi:10.53761/tjse2f36 · Cited by 48
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
- OpenAlex
- W4405726304
- Cited by
- 161
- References
- 56
- Citations by year
- 2026: 96 · 2025: 65
- FWCI
- 60.54
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- 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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