Abstract
Educational policy makers identify Critical thinking (CT) as an essential driver for development and knowledge growth in any field and in the broad society. Even in the post-pandemic era, CT continues to be defined as one of the skills to be most promoted at the various levels of formal education and training contexts. In particular, with the raise of AI, it is crucial for educational institutions to encourage a critical approach to technology in students, especially in the analysis, interpretation and evaluation of information in order to make decisions and solve problems, also in digital contexts. Art experiences, literary stimuli and writing activities are helpful pedagogical strategies for CT enhancement especially when supported by the use of technologies.
Starting from the above-mentioned evidence, a university module was designed by combining collaborative and creative writing sessions based on critical analysis of literary texts and the experience of figurative arts. More than 100 students worked in groups and their CT level was assessed at different times of the course. In particular, AI and machine learning tools were used to identify indicators of critical thinking in the texts produced by the students and to assess the relationship between the production of written texts and the development of CT and reasoning within students taking part in the educational experience.
The research results could be used to improve university course design or professional development training courses for CT teaching and learning.