Critical use of generative artificial intelligence in higher education: design of a pedagogical model for the development of digital competence and critical thinking

Abstract

Generative artificial intelligence is reshaping higher education and creating new challenges for the design of pedagogical models that foster its critical and responsible use. In response to this context, this study aims to design and theoretically underpin AIthos EDU, a pedagogical model intended to promote AI literacy, critical digital competence, critical thinking, and ethical reflection in university education. The study adopts a projective approach grounded in a critical review of recent scientific literature on generative artificial intelligence in higher education. Based on this review, a pedagogical proposal is developed around four complementary dimensions and supported by active learning methodologies, a phased implementation framework, and a multimethod evaluation strategy designed to facilitate its future application and assessment across different higher education contexts. AIthos EDU provides a structured pedagogical framework that translates current evidence into a practical intervention model suitable for implementation and empirical evaluation. Rather than focusing on the instrumental use of generative AI tools, the model promotes the development of competencies that enable students to understand, critically evaluate, and responsibly use artificial intelligence while maintaining an active role in knowledge construction.