Link to the article : https://www.unil.ch/news/en/1765893158231
Led by a research team headed by Axel Matthey, this Interface-supported project explores a pedagogical use of artificial intelligence aimed at strengthening rather than weakening students’ critical thinking. In response to the risk of cognitive offloading, AI is conceived not as a tool for producing answers, but as a dialogue partner adopting a Socratic stance, questioning students’ work through mind maps and fostering an iterative reflective process. Developed in collaboration with a Vaud highschool, the project seeks to validate a simple, transferable, and sustainable teaching protocol, grounded in the theme of environmental sustainability, in order to promote a critical and responsible integration of AI in education and to strengthen the reflective skills embedded in general education curricula.