Teaching with Generative Artificial Intelligence: Enhancing Critical Thinking and Ethical Awareness in Academic Writing

Abstract

This article explores the integration of artificial intelligence (AI) in an English course for Academic and Professional Communication, situated within the broader context of digital transformation in higher education and the evolving demands of academic integrity. Rather than restricting AI use, the study adopts a critical digital pedagogy approach to foster students' awareness of ethical and effective engagement with AI tools. The activities were designed to encourage reflective practices, promote critical analysis of AI-generated content, and establish clear guidelines for responsible use. These activities include setting explicit expectations for AI-assisted work, integrating reflective assessments to evaluate AI outputs, and designing tasks that strengthen students’ critical thinking and academic integrity. Additionally, the approach aims to improve students’ retention of the course content by encouraging them to use AI not as a shortcut, but as a means to actively reflect, process, and engage with the material explained in class. By interacting with AI to rephrase, question, edit, or elaborate on key concepts, students become more conscious of the content, reinforcing understanding and promoting deeper learning. The results suggest that the students developed a more nuanced understanding of the capabilities and limitations, enabling them to engage with it as a support tool rather than a substitute for the original work. The study concludes that structured integration of AI can enhance students' digital literacy, content retention, and critical thinking skills in the academic context.