Metacognition and critical thinking in the Artificial Intelligence society: from the classroom to society

Authors

DOI:

https://doi.org/10.31637/epsir-2024-492

Keywords:

artificial intelligence, metacognition, critical thinking, e-portfolio, active methodologies, university social responsibility, innovation, automatic learning

Abstract

Introduction In our societies, information, metacognition and critical thinking have become increasingly relevant.With the rise of Artificial Intelligence (AI), these skills are even more crucial. Methodology This study explores the relationship between metacognition, critical thinking and AI in education and society. In our work we want to highlight the need to incorporate strategies that enhance metacognition in the classroom and develop critical thinking. Results: We propose an agile and flexible tool, such as digital portfolios to collect the learning acquired with and without the use of AI. Conclusions This will also allow us to work in the classroom on the ethical line of AI, so necessary in these times.

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Author Biography

Anabell Fondón Ludeña, Rey Juan Carlos University

She holds a PhD in Sociology (UEX), a Master in Scientific Dissemination and Knowledge Management and a degree in Sociology (USAL). She has an extensive complementary training focused on teaching and research with a gender perspective. Currently, she is a tenured professor at the URJC. Since 2022 she is the coordinator of the Teaching Innovation Group of Sociology (GIDSOC) of this university. Her lines of work and research are linked to the Sociology of Education, Social Innovation, Sociology of Consumption, subjective well-being and active methodologies.

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Published

2024-08-28

How to Cite

Fondón Ludeña, A. (2024). Metacognition and critical thinking in the Artificial Intelligence society: from the classroom to society . European Public & Social Innovation Review, 9, 1–19. https://doi.org/10.31637/epsir-2024-492

Issue

Vol. 9 (2024)

Section

Education

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Copyright (c) 2024 Anabell Fondón Ludeña

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