A Human-Centred Framework for Integrating Generative AI to Foster Critical Thinking, Learner Autonomy, and Cognitive Engagement in K-12 Education
Abstract: Artificial intelligence (AI), particularly generative AI, is increasingly used to explain concepts, support research, and provide individualized learning assistance. Its growing presence raises questions about independent reasoning, creativity, verification, and equitable access. This exploratory cross-sectional survey examined respondents? reported AI use, perceived educational benefits, and cognitive abilities they considered important to protect. A total of 66 respondents participated in this exploratory cross-sectional survey, which combined descriptive quantitative analysis with summaries of open-ended responses. Sixty-four respondents (97.0%) reported using ChatGPT or a similar AI assistant. Personalized learning was selected as an expected benefit by 50 (75.8%), while 48 (72.7%) identified understanding difficult concepts as an AI use or benefit. Critical thinking was the most frequently selected cognitive skill to protect (55; 83.3%), followed by creativity (52; 78.8%), problem-solving (48; 72.7%), and decision-making (47; 71.2%). Reported themes included individualized explanations, convenient information access, dependence concerns, verification, equity, and teacher guidance. Based on these findings and relevant literature, the article proposes a preliminary six-principle Future Minds Framework. The small exploratory sample and self-reported data do not support generalization or causal conclusions about cognition. Further research should evaluate the framework and examine measurable learning outcomes.
Keywords: Generative AI; education; critical thinking; AI literacy; cognitive engagement
How to Cite?: Avula Chandrakala, "A Human-Centred Framework for Integrating Generative AI to Foster Critical Thinking, Learner Autonomy, and Cognitive Engagement in K-12 Education", Volume 15 Issue 10, October 2026, International Journal of Science and Research (IJSR), Pages: 951-955, https://www.ijsr.net/getabstract.php?paperid=SR261014061131, DOI: https://dx.doi.org/10.21275/SR261014061131