Is AI Killing Critical Thinking?

Is AI Killing Critical Thinking?

We have never had easier access to answers. But are we getting better at thinking? AI can produce an essay, solve a problem or explain a concept in seconds. A completed task, however, tells us only so much about the thinking behind it.

Viplav explores how schools can use AI to strengthen human thinking. His suggestions include asking students to challenge claims, verify evidence and explain their reasoning, and combining AI-assisted projects with discussion, reflection and in-class problem-solving.

Viplav Baxi Education Researcher & Author Founder, AmplifiU

Do our structures make room for different learners?

Our Schools of 2030 report brings together insights and practical actions from a leadership dialogue exploring what schools must begin building today for the future of teaching and learning. Across those conversations, six interconnected shifts emerged. This month, we begin with Shift #01: Individual Learning Journeys.

A class may share a timetable and curriculum while its learners need different amounts of time, support and challenge. This shift invites leaders to examine flexibility in grouping, access, pacing and support, with learner voice alongside assessment evidence.

One action this month: Invite a teaching team to test a small adjustment within a unit. Ask learners to describe their goal, explain their choices and reflect on their next step. Review the evidence together.

Where could we create more flexibility while keeping the intended learning clear?

Differentiation. One classroom. Different learners.

A differentiation strategy from Friday Sprint #05

Friday Sprints are AmplifiU’s weekly sessions where educators discuss classroom challenges and explore practical teaching approaches. In Sprint #05, a group of educators shared their challenges in differentiating classroom experiences. Together, we revisited Carol Ann Tomlinson’s differentiation framework and explored Choice Boards as a practical strategy for offering meaningful choices around a shared learning goal.

Carol talks about Content, Process, Product and Environment and how each of these can be used to build your differentiation strategy.  

Examining, Choice Boards as a differentiation technique, our Grade 8 Science Choice Board on friction offers nine tasks arranged in a 3X3 table and organized by level of complexity. Students can attempt the tasks choosing horizontally, diagonally or vertically from the table, or could choose tasks like the ones below:

• Draw and explain static, sliding and rolling friction.
• Investigate how a book moves across different surfaces.
• Propose a design that reduces unwanted friction.

Keep a shared goal: explain how friction affects movement and justify an example with evidence. Adapt tasks and support to readiness and interests. Ask every learner to explain their reasoning, then finish with an individual question in a new context: Why might the same shoe grip differently on a dry path and a wet tiled floor?

That final conversation helps you see the understanding behind the diagram, investigation or design.

Continue the conversation at Friday Sprint

Bring a classroom question. Leave with something to try. Join fellow educators to explore pedagogy, classroom challenges and purposeful AI use. Visit the session page for the latest topic and registration details.

AI literacy moves towards broader classroom inclusion

26 October 2026 | India

The Times of India reports that NCERT has developed a 20-hour introductory AI module for Classes IX–XII, covering uses and limitations such as deepfakes and unreliable chatbot responses. The article refers to an earlier CBSE circular; this is reporting on an ongoing initiative.

For your school: AI literacy needs to include evaluating outputs, alongside using tools.

You should try: Review the relevant CBSE and NCERT documents before changing your school’s curriculum or assessment arrangements.

New York City restrictions raise questions about AI features

23 October 2026 | United States

Chalkbeat published the list of 38 education technology products flagged under New York City’s restrictions on student-facing AI. Some suppliers dispute their inclusion or how the policy applies.

For your school: Familiar software may contain AI features that need fresh review. This is a local policy, not a requirement for schools elsewhere.

You should try: Ask suppliers which student-facing AI functions are active, what data they use and how staff can control them.

How will we know whether an AI pilot helps learners

19 October 2026 | United States

NPR reports that schools experimenting with AI are struggling to measure its effects. Examples in Ohio and Kansas show the limits of relying on perceptions and enthusiasm alone.

For your school: A tool’s appeal does not establish that it improves learning.

You should try: Before a pilot, define one intended benefit and decide what student work, independent performance or other evidence would demonstrate it.

AERO puts learning evidence at the centre of AI decisions

14 October 2026 | Australia

The Australian Education Research Organisation (AERO) released explainers for teachers, school leaders and policymakers. Its guidance notes limited school learning-outcome evidence and identifies considerations including teaching practice, learning risks, expectations and assessment.

For your school: Decisions need to reflect how students acquire, retain and apply knowledge.

You should try: Review one proposed AI activity and identify the thinking students must still undertake themselves.

Planning time falls in AI trial but sustained use remains a challenge

6 October 2026 | United Kingdom

An EEF-funded randomised trial involving 464 teachers in 108 schools found that Aila reduced planning and preparation time by 24%, with no reduction in assessed plan quality. Usage declined during the trial.

For your school: Time saved and continued usefulness are separate questions. The study does not establish better student outcomes.

You should try: Measure planning time, resource quality and continued use when trialling a teacher planning tool.

Visiting DIDAC India 2026? Let’s meet.

We’ll be in Bengaluru from 25–27 November, and we’d love to meet you.

Find Paras Aggarwal and Viplav Baxi, AmplifiU’s founders, at Booth H26 and the Australian Pavilion.

Arrange a time to meet →

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