AI Facilitated Critical Thinking in an Undergraduate Project Based Service-Learning Course

The paper examines incorporating AI as a pedagogical approach to enhance students’ critical thinking skills in a project-based service-learning course in international business. The literature reviews (1) service-learning in pedagogy to increase student learning, community-minded behavior, and perso...

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Bibliographic Details
Published inJournal of behavioral and applied management Vol. 24; no. 2; pp. 123 - 130
Main Author Kimmel, Sara
Format Journal Article
LanguageEnglish
Published Glendale Institute of Behavioral and Applied Management 31.07.2024
Subjects
Artificial intelligence
Blooms taxonomy
Chatbots
Classrooms
Colleges & universities
Critical thinking
Education
International business
Learning
Pedagogy
Service learning
Skills
Stakeholders
Students
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Summary:The paper examines incorporating AI as a pedagogical approach to enhance students’ critical thinking skills in a project-based service-learning course in international business. The literature reviews (1) service-learning in pedagogy to increase student learning, community-minded behavior, and personal reflection; (2) Bloom’s Taxonomy as an assessment guide for higher order skills mastery; and, (3) Artificial Intelligence (AI) as a tool for developing enhanced critical thinking skills. An international business course is deconstructed and examined for lower and higher order skills usage, then reconfigured incorporating AI use in lower and higher order skills. The author concludes with recommendations for the use of AI in core level business courses as a method for increasing student engagement and critical thinking skills.
ISSN:1930-0158
1930-0158
DOI:10.21818/001c.122149