By Lisa Kochevar
Faculty Member, School of Security and Global Studies
and Valerie Davis, Ph.D.
Faculty Member, School of Security and Global Studies
The higher education environment has become significantly different since 2020 and the advent of artificial intelligence (AI) software. Artificial intelligence tools like ChatGPT®, Grok®, Claude® and Gemini® are now commonplace.
Many students utilize these tools for AI-assisted analysis instead of researching and reasoning independently. The reliance on these tools can reduce critical thinking through cognitive offloading, but targeted teaching strategies can reverse this trend.
Artificial Intelligence Tools Have Been Linked to Lower Levels of Critical Thinking
A 2025 study conducted by scholar Michael Gerlich found that frequent artificial intelligence use was linked to lower levels of critical thinking, with younger users showing greater dependence on AI for basic research and reasoning tasks. This dependency contributes to a highly passive approach to conducting research.
Gerlich also notes that higher-level education, however, is still correlated with stronger critical thinking competencies overall. These results suggest that students need instruction that promotes critical engagement with AI, rather than passive acceptance.
Encouraging Students to Use Artificial Intelligence Properly
There are ways to teach students how to use artificial intelligence properly. First, students must learn how AI works and use it critically. Large language models (LLMs) process massive datasets using algorithms and statistical patterns to generate answers.
However, AI-generated answers are not always right. These models can reflect biases or gaps in their training data, and they sometimes produce incorrect or fabricated content. To determine the validity of answers, students must always question AI outputs, verify sources and compare them against other evidence.
Second, students should use the Socratic method to sharpen their reasoning. Originating with the Greek philosopher Socrates, this approach uses guided questioning to reveal assumptions and deepen analysis. It requires students to:
- Critically question assumptions and perspectives within the data
- Explain how they reached their conclusions
- Identify weaknesses in AI-provided answers
Students can apply these practical steps to use artificial intelligence wisely in their coursework:
- Treat artificial intelligence as a collaborative research aid rather than a definitive source.
- Use AI responses to spark ideas, generate alternative hypotheses and guide further investigation.
- Consider AI responses as an initial prompt rather than a final claim.
Whenever an artificial intelligence tool makes an assertion, students should question its validity and how the AI arrived at that conclusion. They must assess the evidence supporting a claim and verify those points against primary sources such as:
- Peer-reviewed articles
- Textbooks
- Trustworthy datasets
Students must also recognize their own preconceptions, biases, and values when evaluating perspectives.
In written work, students will need to clearly illustrate the steps, reasoning, and sources that led them to accept, adjust, or reject AI-generated suggestions. Developing a habit of probing assumptions – both their own and the AI tool’s – through follow-up questions improves the ability to uncover gaps or biases and strengthens analytical judgment.
Students Need to Remember That AI Tools Are Useful but Not Infallible
Artificial intelligence is a powerful study tool, but it is not infallible. When students learn how AI works and apply Socratic questioning and source verification, they can strengthen their critical thinking while benefiting from AI’s capabilities.
ChatGPT is a registered trademark of OpenAI OpCo, LLC.
Grok is a registered trademark of X.AI, LLC.
Claude is a registered trademark of Anthropic, PBC.
Gemini is a registered trademark of Google, LLC.
About the Authors
Lisa Kochevar is a faculty member in the School of Security and Global Studies. She is an accomplished academic leader and educator with more than two decades of experience in teaching excellence and curriculum development. In 2018, she was honored by the University as Faculty Member of the Year.
Lisa has taught a wide range of undergraduate and graduate courses in homeland security, terrorism intelligence, political science, international relations, and American government. She is widely recognized for her expertise in online and military-affiliated education communities.
Lisa holds a bachelor’s degree in political science from the University of Colorado – Pueblo and a master’s degree in national security studies from California State University, San Bernardino. She earned a certificate in AI applications from Northeastern University.
Dr. Valerie E. Davis serves as an associate professor of intelligence studies in the School of Security and Global Studies. She is an expert in training, human intelligence ideology, strategy and cyber intelligence.
Prior to joining the University, Valerie served 24 years as an intelligence professional in the United States Air Force. Valerie has over 35 years’ experience working and studying intelligence, information warfare, cyber, training and operational strategies.
Valerie holds a bachelor’s degree in occupational education from Wayland Baptist University and a master’s degree in public administration and human resources development from Webster University. Also, Valerie earned a graduate certificate in intelligence studies from American Military University and an NSA Intelligence Professional Certification with honors from the National Security Agency Intelligence Community. She earned her Ph.D. in business administration with a specialization in leadership from Northcentral University, researching critical skills to harness insights that inform leadership strategies, foster innovation, and strengthen organizational resilience.
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