N. M. Al-Hada

The critical-thinking paradox in generative AI-integrated learning: distinguishing efficiency from cognitive depth—a differentiated framework and testable propositions

Generative artificial intelligence (GenAI) has rapidly entered educational settings, yet a fundamental question remains unresolved: does GenAI enhance learning or does it improve immediate performance while reducing the cognitive activity on which durable learning depends? This Hypothesis and Theory article offers a th...