The influence of socratic dialogue within GenAI on critical thinking and technology perception

The proliferation of Generative AI (GenAI) and chatbots necessitates enhanced critical thinking skills among users for effective evaluation and comprehension of these systems. Existing AI literacy initiatives often lack empirical validation and established educational methodologies. A research study is exploring the Socratic Method as a structured, dialogue-based approach within GenAI environments to foster critical thinking, acknowledging the importance of learners' domain expertise and prior knowledge.

Why it matters

The ability to critically engage with Generative AI is becoming a foundational skill across sectors as AI integration accelerates. Organizations and institutions must strategically invest in methods that genuinely enhance critical thinking, as the reliability and utility of AI outputs are directly tied to user discernment. This research points towards potential frameworks for developing human capabilities that complement and govern AI, ensuring responsible and effective technology adoption.

Key insights

• The widespread accessibility of AI, particularly GenAI and chatbots, underscores a critical need for users to develop robust critical thinking abilities to evaluate information and understand these technologies.
• Current efforts in AI literacy often lack strong empirical validation regarding their effectiveness in fostering critical thinking.
• There is a gap in exploring effective educational methodologies for developing critical thinking in the context of GenAI interaction.
• The Socratic Method, characterized by structured dialogue and critical questioning, is being investigated for its potential to support critical thinking development within a GenAI environment.
• The study highlights that many technology-enhanced and Socratic learning environments frequently neglect the significance of learners' existing domain expertise and prior knowledge.

Source

Educational Technology Research and Development — https://link.springer.com/article/10.1007/s11423-026-10693-0