The Impact of AI with Generative Chatbots on the Development of Critical Thinking in Colombia
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This essay develops a critical-reflective analysis of the proposal to integrate generative chatbots as pedagogical mediators to strengthen critical thinking in the Colombian education system. Given the challenges highlighted by the 2022 PISA tests, which place Colombia below the OECD average in analytical skills, there is a need to explore intelligent technological mediations that transcend traditional models. The study is based on the doctoral research proposal for the San José del Quemado Educational Institution (Cereté, Córdoba), which seeks to investigate how generative Artificial Intelligence (AI) can act as a Socratic cognitive tutor. Through a thematic review and the articulation of arguments based on the theory of self-regulated learning, the potential of dialogic interaction with conversational assistants to stimulate metacognition and intellectual autonomy in upper secondary students is discussed. The significance of this proposal lies in the foundation of a didactic path that projects the use of AI not only to mitigate digital divides, but also to empower students in the critical evaluation of information. It is concluded that the contribution of this paper is the theoretical support of a strategy where technology is seen as a driver of intellectual rigor and ethical digital citizenship in the national context and aims to identify the potential of AI for fostering critical thinking among high school students in Colombia.
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