Integración pedagógica de la inteligencia artificial generativa en el fortalecimiento del pensamiento crítico en estudiantes de bachillerato acelerado por ciclos de la institución educativa departamental Bruselas

Abstract

This research aims to analyze how the pedagogical integration of generative artificial intelligence contributes to strengthening critical thinking among students enrolled in the Accelerated Cycle-Based Secondary Education Program at Institución Educativa Departamental Bruselas, located in Ubaté, Cundinamarca, Colombia. The study arises from the increasing use of these tools in academic activities and the risk that they may be used primarily to obtain immediate answers without promoting analysis, interpretation, source verification, and argumentative reasoning. The research follows a qualitative approach within the socio-critical paradigm and employs Pedagogical Action Research (PAR), involving eleven students from the Saturday program who have diverse educational backgrounds and ages. The proposal includes an initial assessment of students’ critical-thinking skills and current practices regarding the use of artificial intelligence, followed by the design, implementation, and evaluation of teaching strategies intended to transform the instrumental use of these technologies into meaningful and reflective learning experiences. Data collection and analysis draw on techniques and instruments such as interviews, participant observation, field journals, and an assessment rubric. The study is expected to foster skills in analysis, interpretation, information evaluation, argumentation, and reflection, while promoting the ethical, responsible, and conscious use of generative artificial intelligence. Ultimately, the research seeks to provide contextualized pedagogical guidelines that contribute to intellectual autonomy and may serve as a reference for other flexible education settings serving young people and adults.