Using Artificial Intelligence to Build Critical Thinking Capacity in Design Courses

Abstract

The rapid development of generative artificial intelligence (AI) risks widening gaps in digital literacy, critical thinking skills, and cognitive problem-solving, particularly for undergraduate students who will encounter AI tools in academic and professional contexts. Critical thinking is also identified as a key competency in engineering practice, with recent studies raising concerns about how AI might affect students’ problem-solving skills. The AI Client for Engineering (ACE) was designed to support critical thinking and discussion in engineering design courses. This paper outlines the development process and customizable alignment with pedagogical outcomes. In a pilot implementation, students used ACE as a tool for asking questions, seeking guidance, and simulating real-world interactions within an engineering organization. Through this integration, ACE aims to provide students with knowledge and practical experience, preparing them for future challenges and opportunities in academic, professional, and industry contexts.