The Pedagogical Paradox of AI: Sustaining Critical Thinking through Activity-Based Learning

The rapid integration of artificial intelligence (AI) into educational environments has sparked both excitement and concern regarding its impact on pedagogy and student development. While AI offers personalized learning, efficiency, and scalability, it also raises questions about the erosion of critical thinking skills and learner autonomy. This chapter explores the tension between AI-driven instruction and activity-based pedagogy, emphasizing the latter’s potential to preserve and cultivate critical thinking in the digital age. Activity-based learning – rooted in experiential, collaborative, and inquiry-oriented practices – encourages deeper engagement and intellectual resilience, which are often sidelined in AI-mediated learning environments. Drawing on contemporary educational theory and empirical studies, the chapter argues for a balanced approach where AI supports, rather than supplants, pedagogies that promote critical reasoning. The study underscores the need for educators and policymakers to intentionally design learning experiences that integrate technology without compromising the foundational goals of education – namely, fostering independent thought, creativity, and lifelong learning.