global learning critical thinking

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• Critical thinking in the context of global learning

DEA publishes Thinkpieces to create debate on issues related to policy, theory and practice.

DEA uses the term ‘global learning’ to describe education that puts learning in a global context. For DEA, an important part of such learning involves developing critical and creative thinking about how we can create a more just and sustainable world. However, the term critical thinking is much contested.

This article contributes to the debate by reflecting on what critical thinking means in the context of global learning.

Six elements of critical global thinking are explored before the discussion turns to consider what such an understanding of critical thinking may mean in the classroom.

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Global Competency: How to Build Critical Thinking

  by Caroline Weeks

In a rapidly changing world, critical thinking skills have emerged as a cornerstone of career readiness, especially when taught in real-world contexts. When teachers cultivate the ability to analyze information, solve complex problems, and make informed decisions in their students, students gain the confidence and belief that they can make an impact on the world around them. 

But how do schools infuse global learning opportunities across grade levels, subject areas, and school-wide activities in a way that supports existing initiatives? What skills and attitudes should students have to help them become globally competitive for their future careers and success? And, how do students develop into engaged citizens of the world?

To help answer these questions, Participate Learning has identified ten global competencies that help young people develop the skills necessary for global competitiveness. This is the fourth in a series of blog posts diving into each global competency to give you a more detailed definition of each one and practical resources to integrate into your teaching instruction. The fourth global competency we will look at is critical thinking .

Skills, values, and attitudes of critical thinkers

When students build their critical thinking skills, they are able to explore multiple ways to solve a problem. They can defend their thinking on an issue or point of view using compelling and logical arguments.

Critical thinkers are able to deal with ambiguity , question biases, and apply complex thought processes when they encounter a challenge. They can think of creative improvements to systems and organizations and see solutions in the context of the world around them.

For example, Amanda, a partner teacher at Jupiter Elementary School in Florida, created an assignment for students to explore the impact of drones around the world, form a claim, and defend their statements to others. 

This is incredible, Amanda! Such an authentic integration of critical thinking and so clearly standards-based instruction. Your @JupiterElem students are lucky to have you! #GlobalLeaders #UnitingOurWorld @pbcsd https://t.co/mLgRqSeXS9 — Ashley (@misssolesbee) February 20, 2023

This is an excellent example of building academic skills through standards-based instruction, while also preparing students to solve real-world problems in their future careers. Thinking up solutions for complex problems builds critical thinking skills and student agency . It also builds confidence by allowing students to envision themselves as global leaders who possess the knowledge and skills to make a positive impact on the world around them.

How to build critical thinking skills

In a Global Leaders classroom, students are encouraged to look at the world with a critical eye, questioning assumptions and digging beyond face value. Find ways to give students opportunities to deepen their learning. Giving students time to think of more than one way to solve a problem, or guiding them through a project focused on solutions to a problem, is a great way to build this cognitive skill set. 

You may be wondering what specific challenge or problem you could tackle with your students to ensure they are interested and engaged in the content. The Sustainable Development Goals (SDGs) and globally focused learning provide the perfect framework for relevant, problem-based learning . 

Students can be invited to think critically about how their learning in the classroom can be connected to global issues like the SDGs. This sense of relevance immediately sparks student engagement because it empowers them to express their opinions on issues that impact their lives. They can even explore how they might be change agents on a global issue within their local community. It can also be a chance to cultivate empathy as they imagine its impact on the lives of others. This develops their curiosity to explore further, and fosters a genuine concern for the world.

As you consider ways to help students build their critical thinking skills, they are taking steps toward becoming engaged global leaders . Teachers in our network are already successfully using the Global Leaders framework to prepare students to navigate the global marketplace and think critically about the world around them. Bringing a global perspective to your school opens up the world to your students, developing their intercultural knowledge and preparing them to be agents of change from a young age.

Stay tuned for upcoming blog posts that focus on applying other global competencies ! We would love to hear how you are helping your students become critical thinkers. With Global Leaders, students experience learning that goes beyond mastery of specific academic skills; they develop solutions and ideas to change the world. Share your lessons and activities on social media using #UnitingOurWorld .

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Global Learning & Critical Thinking

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Critical thinking

GLP-E aims: Young people will also develop the skills to interpret that knowledge in order to make judgements about global poverty. In this way they will be able to:

• think critically about global issues.

The GLP has a strong focus on developing young people's knowledge and understanding of development, and in particular on exploring different approaches to reducing global poverty through development. This is an opportunity for pupils to develop their skills in enquiry and critical thinking by engaging with sometimes complex and controversial ideas - thus also developing their understanding, views and responses in an informed way based on evidence and sound knowledge. Many of the GLP subject-based case studies have a strong focus on enquiry and/or critical thinking and the approaches of different schools subjects will make distinctive contributions to this area of work.

In relation to global learning, enquiry and critical thinking might include:

• asking and responding to a range of questions, e.g. as part of an investigation into how poverty was reduced in a place or through a particular project, and opportunities to plan, develop and reflect;
• explaining and reasoning, thinking about evidence and making judgements or decisions, e.g. in a role-play or decision-making exercises;
• assessing or evaluating information, e.g. distinguishing fact and opinion, evaluating the sources of data/evidence and the message they convey;
• making links between topics, so learning to think systematically, e.g. between historical and present patterns of trade, colonialism, migration and culture;
• expressing a point of view, understanding that people have different points of view, and engaging with these, e.g. through discussion;
• looking for hidden meanings or perspectives, for example from groups unrepresented in a discussion or issue.
• considering different voices and points of view on global issues, e.g. different perspectives on the causes of global poverty and the actions people can take to overcome it;
• being able to change one's point of view, e.g. about who will benefit from a development.

Key Questions for investigation:

Enquiry and critical thinking

• Which questions do I need to ask? Which are most useful, important? How could I investigate these questions?
• What's the best way to present and communicate the results?
• What arguments could I use? Which are the best arguments?
• Where is this information from and is it reliable? Is any information biased?
• How good is the evidence? What is fact and opinion?
• Who should have a say and why? What do I think? What do other people think? Do I need to change my thinking?
• Do people's views have an effect on changes in the world?

Examples from the history curriculum:

A. Considering different voices and/or points of view and explaining and reasoning, thinking about evidence and making judgements or decisions.

When studying the Vikings at Key Stage 2, for example, we might begin by asking pupils to draw a Viking. They will inevitably draw a tall shaggy man with a sword or axe and a shield. Certainly their raids on monasteries and towns reflect this image. Much of the evidence from the time reinforces this. The Anglo-Saxon Chronicle [an annual record kept by monks from the time of Alfred the Great] is particularly critical of the Vikings, as you would expect. It quotes priests finishing their sermons with the prayer, ‘Lord, protect us from the Northmen.'

Yet it is possible to use the evidence to paint a very different picture of the Vikings. They went exploring, and were probably the first Europeans to find, and briefly settle, in North America. They traded throughout the known world - Russia, North Africa, the Mediterranean and Constantinople all had strong trade links with Vikings. And of course they did settle in Britain. Viking towns like Jorvik give a very different picture of the Vikings.

So what is the real image of Vikings we should arrive at in our history lessons? Were they violent thugs, or gifted traders and craftsmen? Each opinion is valid, supported by the right evidence, but how do we reconcile the differences?

B. Making links between topics, so learning to think systematically.

There are striking parallels between some of the topics chosen as part of the Key Stage 2 curriculum. For instance many children will start their course looking at Stone Age to Iron Age in Britain, and the changes - and continuities - in that 10,000 year period. But the Maya, for example, in MesoAmerica, were still a stone -age society around 1200AD. Why might this be? Ancient Sumer built the first cities in the world, centred around a strong farming economy. Many years later, Britain moved from a hunter-gatherer society to a settled, agricultural-based society in the New Stone Age. Similar parallels can be made with Bronze Age and Iron Age Societies, or between the Roman Empire in Key Stage 2 and the British Empire in Key Stage 3. These kind of links are essential if pupils are to develop a coherent picture of British and World history.

C. Explaining and reasoning, thinking about evidence and making judgements or decisions.

At Key Stage 3, for example, students often look at Nazi Germany. Germany 1933-45 is often portrayed as a terrifying place, totally controlled by the Nazis and the Gestapo. People are portrayed as being afraid to step out of line. But was this always the case? Can you govern 80 million people through fear? And was there a Gestapo [Secret Police] officer or informant on every street corner?

The case of Otto and Elise Hampel throws an unusual light upon this. Otto and Elise lived in Berlin and for two years, from 1940-1942, distributed hundreds of hand-written anti-Nazi posters and postcards. They knew they would probably be captured and killed, but they insisted on doing what they believed to be right. You can find out more about the Hampels here...

The online Museum of German Resistance lists many more people who stood up to the Nazis because they thought it was the right thing to do.

The Hampels give us an opportunity to re-examine evidence and re-think our conclusion about life in Nazi Germany, as well as asking ourselves if we would have had the courage to do what we thought was right despite the consequences.

I'm sure you can think of many more examples that grow logically out of your own history curriculum.

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Eight Instructional Strategies for Promoting Critical Thinking

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(This is the first post in a three-part series.)

The new question-of-the-week is:

What is critical thinking and how can we integrate it into the classroom?

This three-part series will explore what critical thinking is, if it can be specifically taught and, if so, how can teachers do so in their classrooms.

Today’s guests are Dara Laws Savage, Patrick Brown, Meg Riordan, Ph.D., and Dr. PJ Caposey. Dara, Patrick, and Meg were also guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also be interested in The Best Resources On Teaching & Learning Critical Thinking In The Classroom .

Current Events

Dara Laws Savage is an English teacher at the Early College High School at Delaware State University, where she serves as a teacher and instructional coach and lead mentor. Dara has been teaching for 25 years (career preparation, English, photography, yearbook, newspaper, and graphic design) and has presented nationally on project-based learning and technology integration:

There is so much going on right now and there is an overload of information for us to process. Did you ever stop to think how our students are processing current events? They see news feeds, hear news reports, and scan photos and posts, but are they truly thinking about what they are hearing and seeing?

I tell my students that my job is not to give them answers but to teach them how to think about what they read and hear. So what is critical thinking and how can we integrate it into the classroom? There are just as many definitions of critical thinking as there are people trying to define it. However, the Critical Think Consortium focuses on the tools to create a thinking-based classroom rather than a definition: “Shape the climate to support thinking, create opportunities for thinking, build capacity to think, provide guidance to inform thinking.” Using these four criteria and pairing them with current events, teachers easily create learning spaces that thrive on thinking and keep students engaged.

One successful technique I use is the FIRE Write. Students are given a quote, a paragraph, an excerpt, or a photo from the headlines. Students are asked to F ocus and respond to the selection for three minutes. Next, students are asked to I dentify a phrase or section of the photo and write for two minutes. Third, students are asked to R eframe their response around a specific word, phrase, or section within their previous selection. Finally, students E xchange their thoughts with a classmate. Within the exchange, students also talk about how the selection connects to what we are covering in class.

There was a controversial Pepsi ad in 2017 involving Kylie Jenner and a protest with a police presence. The imagery in the photo was strikingly similar to a photo that went viral with a young lady standing opposite a police line. Using that image from a current event engaged my students and gave them the opportunity to critically think about events of the time.

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

In the first picture, you see a strong and courageous black female, bravely standing in front of two officers in protest. She is risking her life to do so. Iesha Evans is simply proving to the world she does NOT mean less because she is black … and yet officers are there to stop her. She did not step down. In the picture below, you see Kendall Jenner handing a police officer a Pepsi. Maybe this wouldn’t be a big deal, except this was Pepsi’s weak, pathetic, and outrageous excuse of a commercial that belittles the whole movement of people fighting for their lives.

I - Identify a word or phrase, underline it, then write about it for two minutes

A white, privileged female in place of a fighting black woman was asking for trouble. A struggle we are continuously fighting every day, and they make a mockery of it. “I know what will work! Here Mr. Police Officer! Drink some Pepsi!” As if. Pepsi made a fool of themselves, and now their already dwindling fan base continues to ever shrink smaller.

R - Reframe your thoughts by choosing a different word, then write about that for one minute

You don’t know privilege until it’s gone. You don’t know privilege while it’s there—but you can and will be made accountable and aware. Don’t use it for evil. You are not stupid. Use it to do something. Kendall could’ve NOT done the commercial. Kendall could’ve released another commercial standing behind a black woman. Anything!

Exchange - Remember to discuss how this connects to our school song project and our previous discussions?

This connects two ways - 1) We want to convey a strong message. Be powerful. Show who we are. And Pepsi definitely tried. … Which leads to the second connection. 2) Not mess up and offend anyone, as had the one alma mater had been linked to black minstrels. We want to be amazing, but we have to be smart and careful and make sure we include everyone who goes to our school and everyone who may go to our school.

As a final step, students read and annotate the full article and compare it to their initial response.

Using current events and critical-thinking strategies like FIRE writing helps create a learning space where thinking is the goal rather than a score on a multiple-choice assessment. Critical-thinking skills can cross over to any of students’ other courses and into life outside the classroom. After all, we as teachers want to help the whole student be successful, and critical thinking is an important part of navigating life after they leave our classrooms.

‘Before-Explore-Explain’

Patrick Brown is the executive director of STEM and CTE for the Fort Zumwalt school district in Missouri and an experienced educator and author :

Planning for critical thinking focuses on teaching the most crucial science concepts, practices, and logical-thinking skills as well as the best use of instructional time. One way to ensure that lessons maintain a focus on critical thinking is to focus on the instructional sequence used to teach.

Explore-before-explain teaching is all about promoting critical thinking for learners to better prepare students for the reality of their world. What having an explore-before-explain mindset means is that in our planning, we prioritize giving students firsthand experiences with data, allow students to construct evidence-based claims that focus on conceptual understanding, and challenge students to discuss and think about the why behind phenomena.

Just think of the critical thinking that has to occur for students to construct a scientific claim. 1) They need the opportunity to collect data, analyze it, and determine how to make sense of what the data may mean. 2) With data in hand, students can begin thinking about the validity and reliability of their experience and information collected. 3) They can consider what differences, if any, they might have if they completed the investigation again. 4) They can scrutinize outlying data points for they may be an artifact of a true difference that merits further exploration of a misstep in the procedure, measuring device, or measurement. All of these intellectual activities help them form more robust understanding and are evidence of their critical thinking.

In explore-before-explain teaching, all of these hard critical-thinking tasks come before teacher explanations of content. Whether we use discovery experiences, problem-based learning, and or inquiry-based activities, strategies that are geared toward helping students construct understanding promote critical thinking because students learn content by doing the practices valued in the field to generate knowledge.

An Issue of Equity

Meg Riordan, Ph.D., is the chief learning officer at The Possible Project, an out-of-school program that collaborates with youth to build entrepreneurial skills and mindsets and provides pathways to careers and long-term economic prosperity. She has been in the field of education for over 25 years as a middle and high school teacher, school coach, college professor, regional director of N.Y.C. Outward Bound Schools, and director of external research with EL Education:

Although critical thinking often defies straightforward definition, most in the education field agree it consists of several components: reasoning, problem-solving, and decisionmaking, plus analysis and evaluation of information, such that multiple sides of an issue can be explored. It also includes dispositions and “the willingness to apply critical-thinking principles, rather than fall back on existing unexamined beliefs, or simply believe what you’re told by authority figures.”

Despite variation in definitions, critical thinking is nonetheless promoted as an essential outcome of students’ learning—we want to see students and adults demonstrate it across all fields, professions, and in their personal lives. Yet there is simultaneously a rationing of opportunities in schools for students of color, students from under-resourced communities, and other historically marginalized groups to deeply learn and practice critical thinking.

For example, many of our most underserved students often spend class time filling out worksheets, promoting high compliance but low engagement, inquiry, critical thinking, or creation of new ideas. At a time in our world when college and careers are critical for participation in society and the global, knowledge-based economy, far too many students struggle within classrooms and schools that reinforce low-expectations and inequity.

If educators aim to prepare all students for an ever-evolving marketplace and develop skills that will be valued no matter what tomorrow’s jobs are, then we must move critical thinking to the forefront of classroom experiences. And educators must design learning to cultivate it.

So, what does that really look like?

Unpack and define critical thinking

To understand critical thinking, educators need to first unpack and define its components. What exactly are we looking for when we speak about reasoning or exploring multiple perspectives on an issue? How does problem-solving show up in English, math, science, art, or other disciplines—and how is it assessed? At Two Rivers, an EL Education school, the faculty identified five constructs of critical thinking, defined each, and created rubrics to generate a shared picture of quality for teachers and students. The rubrics were then adapted across grade levels to indicate students’ learning progressions.

At Avenues World School, critical thinking is one of the Avenues World Elements and is an enduring outcome embedded in students’ early experiences through 12th grade. For instance, a kindergarten student may be expected to “identify cause and effect in familiar contexts,” while an 8th grader should demonstrate the ability to “seek out sufficient evidence before accepting a claim as true,” “identify bias in claims and evidence,” and “reconsider strongly held points of view in light of new evidence.”

When faculty and students embrace a common vision of what critical thinking looks and sounds like and how it is assessed, educators can then explicitly design learning experiences that call for students to employ critical-thinking skills. This kind of work must occur across all schools and programs, especially those serving large numbers of students of color. As Linda Darling-Hammond asserts , “Schools that serve large numbers of students of color are least likely to offer the kind of curriculum needed to ... help students attain the [critical-thinking] skills needed in a knowledge work economy. ”

So, what can it look like to create those kinds of learning experiences?

Designing experiences for critical thinking

After defining a shared understanding of “what” critical thinking is and “how” it shows up across multiple disciplines and grade levels, it is essential to create learning experiences that impel students to cultivate, practice, and apply these skills. There are several levers that offer pathways for teachers to promote critical thinking in lessons:

1.Choose Compelling Topics: Keep it relevant

A key Common Core State Standard asks for students to “write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.” That might not sound exciting or culturally relevant. But a learning experience designed for a 12th grade humanities class engaged learners in a compelling topic— policing in America —to analyze and evaluate multiple texts (including primary sources) and share the reasoning for their perspectives through discussion and writing. Students grappled with ideas and their beliefs and employed deep critical-thinking skills to develop arguments for their claims. Embedding critical-thinking skills in curriculum that students care about and connect with can ignite powerful learning experiences.

2. Make Local Connections: Keep it real

At The Possible Project , an out-of-school-time program designed to promote entrepreneurial skills and mindsets, students in a recent summer online program (modified from in-person due to COVID-19) explored the impact of COVID-19 on their communities and local BIPOC-owned businesses. They learned interviewing skills through a partnership with Everyday Boston , conducted virtual interviews with entrepreneurs, evaluated information from their interviews and local data, and examined their previously held beliefs. They created blog posts and videos to reflect on their learning and consider how their mindsets had changed as a result of the experience. In this way, we can design powerful community-based learning and invite students into productive struggle with multiple perspectives.

3. Create Authentic Projects: Keep it rigorous

At Big Picture Learning schools, students engage in internship-based learning experiences as a central part of their schooling. Their school-based adviser and internship-based mentor support them in developing real-world projects that promote deeper learning and critical-thinking skills. Such authentic experiences teach “young people to be thinkers, to be curious, to get from curiosity to creation … and it helps students design a learning experience that answers their questions, [providing an] opportunity to communicate it to a larger audience—a major indicator of postsecondary success.” Even in a remote environment, we can design projects that ask more of students than rote memorization and that spark critical thinking.

Our call to action is this: As educators, we need to make opportunities for critical thinking available not only to the affluent or those fortunate enough to be placed in advanced courses. The tools are available, let’s use them. Let’s interrogate our current curriculum and design learning experiences that engage all students in real, relevant, and rigorous experiences that require critical thinking and prepare them for promising postsecondary pathways.

Critical Thinking & Student Engagement

Dr. PJ Caposey is an award-winning educator, keynote speaker, consultant, and author of seven books who currently serves as the superintendent of schools for the award-winning Meridian CUSD 223 in northwest Illinois. You can find PJ on most social-media platforms as MCUSDSupe:

When I start my keynote on student engagement, I invite two people up on stage and give them each five paper balls to shoot at a garbage can also conveniently placed on stage. Contestant One shoots their shot, and the audience gives approval. Four out of 5 is a heckuva score. Then just before Contestant Two shoots, I blindfold them and start moving the garbage can back and forth. I usually try to ensure that they can at least make one of their shots. Nobody is successful in this unfair environment.

I thank them and send them back to their seats and then explain that this little activity was akin to student engagement. While we all know we want student engagement, we are shooting at different targets. More importantly, for teachers, it is near impossible for them to hit a target that is moving and that they cannot see.

Within the world of education and particularly as educational leaders, we have failed to simplify what student engagement looks like, and it is impossible to define or articulate what student engagement looks like if we cannot clearly articulate what critical thinking is and looks like in a classroom. Because, simply, without critical thought, there is no engagement.

The good news here is that critical thought has been defined and placed into taxonomies for decades already. This is not something new and not something that needs to be redefined. I am a Bloom’s person, but there is nothing wrong with DOK or some of the other taxonomies, either. To be precise, I am a huge fan of Daggett’s Rigor and Relevance Framework. I have used that as a core element of my practice for years, and it has shaped who I am as an instructional leader.

So, in order to explain critical thought, a teacher or a leader must familiarize themselves with these tried and true taxonomies. Easy, right? Yes, sort of. The issue is not understanding what critical thought is; it is the ability to integrate it into the classrooms. In order to do so, there are a four key steps every educator must take.

• Integrating critical thought/rigor into a lesson does not happen by chance, it happens by design. Planning for critical thought and engagement is much different from planning for a traditional lesson. In order to plan for kids to think critically, you have to provide a base of knowledge and excellent prompts to allow them to explore their own thinking in order to analyze, evaluate, or synthesize information.
• SIDE NOTE – Bloom’s verbs are a great way to start when writing objectives, but true planning will take you deeper than this.

QUESTIONING

• If the questions and prompts given in a classroom have correct answers or if the teacher ends up answering their own questions, the lesson will lack critical thought and rigor.
• Script five questions forcing higher-order thought prior to every lesson. Experienced teachers may not feel they need this, but it helps to create an effective habit.
• If lessons are rigorous and assessments are not, students will do well on their assessments, and that may not be an accurate representation of the knowledge and skills they have mastered. If lessons are easy and assessments are rigorous, the exact opposite will happen. When deciding to increase critical thought, it must happen in all three phases of the game: planning, instruction, and assessment.

TALK TIME / CONTROL

• To increase rigor, the teacher must DO LESS. This feels counterintuitive but is accurate. Rigorous lessons involving tons of critical thought must allow for students to work on their own, collaborate with peers, and connect their ideas. This cannot happen in a silent room except for the teacher talking. In order to increase rigor, decrease talk time and become comfortable with less control. Asking questions and giving prompts that lead to no true correct answer also means less control. This is a tough ask for some teachers. Explained differently, if you assign one assignment and get 30 very similar products, you have most likely assigned a low-rigor recipe. If you assign one assignment and get multiple varied products, then the students have had a chance to think deeply, and you have successfully integrated critical thought into your classroom.

Thanks to Dara, Patrick, Meg, and PJ for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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Ultimate Critical Thinking Cheat Sheet

18 thoughts on “ Ultimate Critical Thinking Cheat Sheet ”

Can I use this for company training? Is there a purchase/copyright.

Hi, Dale: You will need to contact the Global Digital Citizen Foundation to request permission to use this resource.

#hi, where can i get a chart?

Hi, Alma! The good folks at the Global Digital Citizen Foundation can help you here: https://globaldigitalcitizen.org/critical-thinking-skills-cheatsheet-infographic

Where is the actual critical aspect of the “thinking”? I would want to see, “What are the premises of the argument? Are they actually true? What evidence supports it and contradicts it? What other explanations might cause that result? What would be the result of the intervention? Does the proposed intervention actually address the problem identified? Is the problem identified the right problem?”

Thank you, PaulR! The fact that these basic rhetorical questions are missing from this infographic illustrates what is wrong with our current methods of “debate” on issues from climate change to healthcare.

Great post. Thanks

Excellent. Useful for the classroom.

Go to the previous page where you saw this graphic. There is a link above it that will allow you to download it.

I want to purchase

https://globaldigitalcitizen.org/critical-thinking-skills-cheatsheet-infographic

How may I obtain a copy? Thanks.

I’m interested in a copy too.

I’d like to get one too. How can one be purchased? Thank you

Is this a poster that can be purchased? How can I get a copy?

I would appreciate to know if someone have translated that Cheatsheet in French language

Leave a Reply Cancel reply

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Critical Thinking and Decision-Making

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• 1 What is Critical Thinking? arrow_forward_ios ✓ Learn more about critical thinking and how you can use it in everyday life.
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We are joined by families, teachers, school leaders and policy makers worldwide who are seeking ways to transform pedagogies and provide the conditions that will facilitate deep learning.

We work alongside educators to change the role of teachers to that of activators of learning who design learning experiences that build on learner strengths and needs, create new knowledge using real-life problem solving and help all students identify their talents, purpose and passion.

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New Release – February 2024

We are excited to release our latest paper A “Big Tent” Strategy for System-Wide Transformation : Seeking Deep Learning in Ottawa.

Authored by Sarah Fine and Jal Mehta, this paper presents A Promising Proof Point for System-Wide Change based critically around Deep Learning. It explores real stories of sustained shift in Learning, Teaching and Leadership, driven by a relentless focus on creating the conditions for all learners to develop the Six Global Competencies of Character, Citizenship, Collaboration, Communication, Creativity and Critical Thinking.

Our Deep Thanks to Ottawa Catholic School Board for generous access to the people, across the system, who contributed to this research.

Michael Fullan’s Six Reasons to be Optimistic About Learning in 2022

“I have a hypothesis about humans. When things go blatantly bad and prolonged as such, humans especially the young are itching to do something about it. What they need are good ideas, and no nonsense collaborators. They need to experience initial success and see clearly the potential of the new social movement for change that their cause represents. The 6 reasons for being optimistic enacted together, can enable the best to become full of passionate intensity.” – Michael Fullan

Download the paper: https://bit.ly/FUL6RDL22

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Activate Deep Learning and Lift from Loss

We are all different now.

By necessity, school has also changed. Quite simply, there is no going back.

We must seize this unique moment to activate the students’ innate desire to connect and be curious through authentic deep learning. Not only will this re-engage them in school but it will also accelerate the learning, as motivation and engagement combine to lift them from learning loss.

Download the paper here (ENG)

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Engage Secondary Students Because the Future Depends on it.

As secondary educators we must prepare students now for the uncertainties of tomorrow. In a decade, the students you are teaching today will be charged with the massive responsibility of tackling the world’s most prickly problems. Memorized math formulae and rehearsed soliloquies won’t get us out of the fix we are in. We need to engage our students differently because the future depends on it.

If you want to engage secondary students and prepare them for tomorrow, here are 12 provocations to put you on a Deep Learning path.

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Celebrating 10 years since the release of Michael Fullan’s first “drivers” paper, CSE and Michael again collaborate to explore The right drivers for whole system success.

This paper is intended to provide a comprehensive solution to what ails the current public school system and its place in societal development – a system that is failing badly in the face of ever complex fundamental challenges to our survival, let alone our thriving as a species. What follows is a ‘big’ proposal. Once started the ‘four drivers’ feed on each other as a system in motion. Most important, the timing is right.

DOWNLOAD PAPER  (English) (French)

Hear Anthony Mackay and Michael Fullan discuss the paper below or on our YouTube channel 

Defy Pandemic Gravity: How to Jumpstart Deep Learning in your School

It’s been a long haul. Your school staff is exhausted and demoralized. The Pandemic has been a whopping distraction from the focus on student learning. As restrictions ease, school teams want to return to its focus on Deep Learning. For many teams, the question is: how best to begin again? This short paper provides seven considerations for reviving Deep Learning in schools.

Webinar recording now available below.

Download Webinar Chat file

We are delighted to partner with Microsoft Education on the newly released position paper, Education Reimagined: The Future of Learning.

The paper presents a model to support schools and systems as they move from rapid response, through to remote-learning and then forward planning for re-opening and a new paradigm for education, one that brings the best of approaches forward.

It contains useful tools, models, conversation frameworks and guidance to contribute to the outstanding work educators are already doing.

DOWNLOAD the paper (ENG)

A full list of Supporting Tools and Resources for the paper and accompanying webinars (NPDL members only) can be accessed here.

Comprehensive Operational Considerations for Leaders:

Reopening Schools Tool:

The Reopening Schools Tool will assist you to build a reopening plan tailored to your specific context. The prompts will guide you to assess structures, processes, and policies to design a comprehensive and flexible plan that deals with the safety and operational issues and ensures that learning, equity and well-being are addressed.

Reflect on Lessons Learned

As systems prepare for reopening, we recommend that school and district groups engage in a reflective process to identify strengths, needs and system gaps. This will allow them to design structures, processes, and policies to support learning and the community they serve.

This five-point brief outlines how the New Pedagogies for Deep Learning Framework comprehensively address the key components of well-being.

Partnering with the Inter-American Development Bank ,  Michael Fullan and Joanne Quinn focus on system reform in LATAM and the Caribbean.

Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call ‘systemness’ which are favorable change factors at the local, middle/regional, and policy levels.

DOWNLOAD THE PAPER  IN ENGLISH   IN SPANISH

Dive into Deep Learning Tools for Engagement – Available now!

Deep Learning – Engage the World Change the World

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Moving forward in a deep learning world webinar.

Webinar Recording and tools available now

A full list of Supporting Tools and Resources for the paper and accompanying webinars can be accessed here.

Michael Fullan – Time for Change: The Essence of Deep Learning

Michael Fullan shares the essence of deep learning, and why it can be a catalyst for change. Michael talks us through engagement, Global Competencies and conditions that support and enable change.

Webinar Recording Available NOW!

Full Michael Fullan Playlist

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Global history is not just significant events on a timeline, it is also the ordinary, mundane moments that people experience in between. Graphic novels can capture this multidimensionality in ways that are difficult, and sometimes impossible, in more traditional media formats, says Stanford history professor Tom Mullaney .

Tom Mullaney, a professor of history in the School of Humanities and Sciences, uses graphic novels in his teachings to help students appreciate different experiences and perspectives throughout history. (Image credit: Ilmiyah Achmad)

Mullaney has incorporated graphic novels in some of his Stanford courses since 2017; in 2020, he taught a course dedicated to the study of world history through comic strip formats.

While graphic novels are not a substitute for academic literature, he said he finds them a useful teaching and research tool. They not only portray the impact of historic events on everyday lives, but because they can be read in one or two sittings, they get to it at a much faster rate than say a 10,000 word essay or autobiography could.

“It accelerates the process of getting to subtlety,” said Mullaney, a professor of history at Stanford’s School of Humanities and Sciences . “There’s just so much you can do, and so many questions you can ask, and so many perspective shifts you can carry out – like that! You can just do it – you show them something, they read it and BOOM! It’s like an accelerant. It’s awesome.”

For example, in Thi Bui’s graphic novel The Best We Could Do , themes of displacement and diaspora emerge as she talks about her family’s escape from war-torn Vietnam to the United States. The illustrated memoir shows Bui’s upbringing in suburban California and the complicated memories her parents carry with them as they move about their new life in America. In other chapters, she depicts her mother and father back in Vietnam and what their own childhood was like amidst the country’s upheaval.

Graphic novels like The Best We Could Do and also Maus , Art Spiegelman’s seminal portrayal of his Jewish family’s experience during the Holocaust, illustrate the challenges and subtleties of memory – particularly family memory – and the entanglements that arise when narrating history, Mullaney said.

Graphic novels prime readers for the complexity of doing and reading historical research and how there is no simplistic, narrative arc of history. “When I read a graphic novel, I feel prepared to ask questions that allow me to go into the harder core, peer-reviewed material,” Mullaney said.

The everyday moments that graphic novels are exceptionally good at capturing also raise questions in the reader’s mind, Mullaney said. Readers sit in the family living room and at the kitchen table with Spiegelman and Bui and follow along as their characters try to understand what their parent’s generation went through and discover it’s not always easy to grasp. “Not everything mom and dad say makes sense,” said Mullaney.

These seemingly mundane moments also present powerful opportunities for inquiry. “The ordinary  is where the explanation lives and where you can start asking questions,” Mullaney added.

Graphic novels can also depict how in periods of war and conflict, violence can become part of everyday existence and survival. The simplicity of the format allows heavy, painful experiences to emerge from a panel untethered and unweighted from lengthy descriptions or dramatizations.

“They’re banal. They’re not dramatic. There are no strings attached. In a work of nonfiction, in an article or book, it would be almost impossible to do that. There would have to be so much expository writing and so much description that you would lose the horror of it,” Mullaney said.

A ‘fundamental misunderstanding’

Graphic novels like Maus and The Best We Could Do were included in Mullaney’s 2020 Stanford class, Global History Through Graphic Novels .

In 2020, Tom Mullaney, a professor of history, taught Global History Through Graphic Novels , a course that paired graphic novels such as Art Spiegelman’s Maus with archival materials and historical essays to examine modern world history from the 18th to the 21st century. He created a poster for the class, as shown here. (Image credit: Tom Mullaney)

In the course, Mullaney paired graphic novels with archival materials and historical essays to examine modern world history from the 18th to the 21st century.

The course syllabus also included the graphic novels Showa , Shigeru Mizuki ’s manga series about growing up in Japan before World War II, and Such a Lovely Little War , about Marcelino Truong’s experience as a child in Saigon during the Vietnam War.

Most recently, Mullaney has offered to teach a variation of the Stanford course to the public, free for high school and college students , this summer.

Registration for the online course opened shortly after news emerged and made international headlines that Maus was banned by a Tennessee school board for its depiction of nudity and use of swear words.

Within two days of Mullaney’s course registration opening, over 200 students from across the world signed up.

Mullaney believes that there is a “fundamental misunderstanding” about what young people can process when it comes to negotiating complex themes and topics – whether it is structural racism or the Holocaust. They just need some guidance, which he hopes as a teacher, he can provide.

“I think students of high school age or even younger, if they have the scaffolding they need – which is the job of educators to give them – they can handle the structural inequalities, darknesses and horrors of life,” he said.

Mullaney noted that many teenagers are already exposed to many of these difficult issues through popular media. “But they’re just doing it on their own and figuring it out for themselves – that’s not a good idea,” he said.

Mullaney said he hopes he can teach Global History Through Graphic Novels to Stanford students again this fall.

For Stanford scholars interested in learning more about the intersection of graphic novels and scholarship, there is a newly established working group through the Division of Literatures, Cultures and Languages, Comics, More than Words .

Media Contacts

Melissa De Witte, Stanford News Service:  [email protected]

Global Learning Hub

Global Learning Newsletter – May 2024

• by Blake Cooper
• May 14, 2024

Global Leadership, Internships, and Research

New course offered fall quarter 2024: eap 001—global thinking.

​​​​​​​​​​​​​​​​​​​​​​​​​​​​ The Global Learning Hub offers an interdisciplinary course aimed at developing students’ skills as global actors and change-makers—from critical thinking and problem-solving to creative research, effective writing and public speaking, strategic project management and intercultural communication. UC Davis Course Catalog (CRN: 50177).

Manetti Shrem Museum Summer Internships

​​​​​​​​​​​​​​​​​​​​​​​​​​​​July 8–August 30 . Through structured experiential learning, interns will be introduced to critical facets of museum work involving a range of proficiencies that are both broadly applicable and unique to museum careers. Deadline: May 17 .

UC Davis Global Impact Fellows Program

​​​​​​​​​​​​​​​​​​​​​​​​​​​The Global Impact Fellows Program is a one-year commitment to leading or assisting a student-led initiative that addresses a global+local issue where students can hone project management, leadership and specific technical skills in an environment where they have real autonomy. Apply . Deadline: May 24 .

Imagining America’s Joy of Giving Something (JGS) Fellowship

The goals of the JGS Fellows Program are to elevate photography and digital media as pathways for undergraduate students to pursue their careers and to make a difference in their communities. Fellows receive $2,000 tuition scholarships, mentorship and financial support for a community project.  Deadline: June 5 .

Sacramento Valley College Corps

​​​​​​​​​​​​​​​​​​​​​​​​​​​​Sacramento Valley College Corps is a program dedicated to engaging college students in meaningful service to build leadership and civic responsibility. Fellows serve 450 hours in an area of K-12 education, food insecurity or climate action over the academic year. The application for the 2024-25 College Corps at UC Davis is now open. Deadline: June 14 .

Hispanic Association of Colleges and Universities (HACU) National Internship Program

​​​​​​​​​​​​​​​​​​​​​​​​​​​​The HACU National Internship Program fall session is for 15 weeks with placement at federal agencies in Washington, D.C., field offices nationwide or remotely. Internships are available to currently enrolled undergraduate, graduate and recently graduated students in any major. Apply . Deadline: June 28 .

Imagining America’s Publicly Active Graduate Education (PAGE) Fellowship

This program invites graduate students to participate in a year-long working group in support of collaborative artmaking, teaching, writing, storytelling and co-creating knowledge with and within community. PAGE Fellows receive a $500 honorarium.  Deadline: May 31 .

Young Envoys Scholarship

​​​​​​​​​​​​​​​​​​​​​​​​​​​Young Envoys Scholarship is a low-cost program for students interested in doing an exchange and study in China. Participants can study together and communicate with their Chinese peers—not only to learn the Chinese language and experience Chinese culture, but also gain professional knowledge and skills.

UN Educational Scientific and Cultural Organization Opportunities (UNESCO)

​​​​​​​​​​​​​​​​​​​​​​​​​​​UNESCO is hosting various internship/volunteer opportunities around the world. If you want to travel to another country and do hands-on global impact work, this is a place to begin. Disciplines include, but are not limited to, science, human arts and business.

Competitions, Challenges, and Funding

U21 rise student sustainable development goals showcase competition.

​​​​​​​​​​​​​​Real Impact on Society and Environment (RISE) is U21’s international showcase of student achievement in sustainability and social innovation. Teams have the chance to win prizes valued at over $2,000 each. Full details . Email to apply to be nominated. Deadline: May 20 .

PLURAL+ Youth Video Festival on Migration, Diversity and Social Inclusion

​​​​​​​​​​​​​​​​​​​​​​​​​​​​PLURAL+ recognizes young people as powerful agents of social change and invites those under 25 years old to submit a video between one-five minutes on themes of migration, diversity and social inclusion.  Past winners .  Deadline: May 31 .

Rhodes Scholarship at the University of Oxford in England

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​The Rhodes Scholarship is a fully funded opportunity to pursue a master’s or doctoral program at the University of Oxford in England for one to three years. Applicants must have a cumulative GPA of 3.7 or greater, be ages 18-27 and have completed a bachelor’s degree by summer 2024. Pre-application Deadline: June 30 .

Fulbright U.S. Student Program

This program offers annual awards for U.S. citizens who will have bachelor’s degrees by the 2024-25 academic year to conduct research, study or teach English in over 140 countries worldwide.  Learn more  about eligibility, timeline and requirements. Campus Deadline: September 10 .

Marshall Scholarship

​​​​​​​​​​​​​​The Marshall Scholarship provides full funding for master’s or Ph.D. programs at any university in the United Kingdom (England, Scotland, Wales, N. Ireland) for one-to-two years. Applicants must be U.S. citizens with a cumulative GPA of 3.7 or greater. Pre-application Deadline: June 30 .

Study Abroad

Uc davis global affairs hiring students for 2024-25.

​​​​​​​​​​​​​​Help generate interest and enthusiasm about global opportunities at UC Davis! We are hiring multiple student positions including Global Learning Hub peer advisors and administrative assistants, events and programming, communications, photographer, video creator and editor, clerical assistant and language and culture coaches. Apply through Handshake.

University of California Education Abroad Program (UCEAP)

​​​​​​​​​​​​​​2024-25 UCEAP program enrollment is now open, including for spring 2025 programs with limited capacity. UCEAP programs offer UC credit and financial aid. Program options include immersion, special focus, language and culture, and internships. Find a program .

Upcoming Info Sessions and Events

study abroad safety panel.

​​​​​​​​​​​​​​May 16, 10 a.m.–12 p.m., LGBTQIA+ Resource Center . Are you studying abroad soon? Would you like to in the future? Attend the Study Abroad Safety Panel! Experts from UC Davis Global Affairs and Study Abroad students will walk you through the experience of studying abroad as a member of the LGBTQIA community. There will be chances to ask questions and meet other students looking to study abroad. Snacks and drinks provided.

Luce Scholars Info Session

​​​​​​​​​​​​​​ May 16, 11 a.m., Zoom . Join this info session to learn about the Luce Scholars Program, which provides leadership training, stipends, language training and individualized professional placement in Asia for 18 scholars each year. This transformational program is experiential rather than academic and is not intended for those seeking research funding. A second Zoom info session is also available on May 29, 12 p.m.

La Gran Tardeada

​​​​​​​​​​​​​​ May 18, 12–6 p.m., UC Davis Quad . La Gran Tardeada is a vibrant and lively day-long celebration that brings together the Chicanx/Latinx community in a joyous gathering filled with delicious food, enchanting music and energetic dance. Food plays a central role at the event, offering a delectable array of traditional dishes and flavors.

Yolo Juneteenth Celebration

​​​​​​​​​​​​​​ June 2, 10 a.m.–5 p.m., UC Davis Activities and Recreation Center . Yolo Juneteenth is an annual family friendly event to promote and cultivate knowledge and appreciation of African American heritage and history.

Fulbright U.S. Student Program Overview Webinar

​​​​​​​​​​​​​​ June 5, 1–2 p.m., Zoom . Learn about the exciting Fulbright U.S. Student Program , which funds 2,200 awards in over 150 countries during the 2025-26 academic year. UC Davis Prestigious Scholarships Advisor Scott Palmer will provide an overview of the program and how to apply. Register .

Primary Category

Fostering Critical Thinking Skills for an AI-Infused World: A Comprehensive Toolkit

By: Lina Khair Rahme and Rasha Halat

May 27, 2024

This is Part 2 in a two-part series. View Part 1 here.

Expanding the Horizon: AI’s Growing Toolkit for Critical Engagement

Having explored in Part I of our article essential strategies for embedding critical thinking and ethical discernment within AI-centric educational practices, our focus in this part shifts to the specific AI tools that can actualize these concepts in classroom settings. With the evolution of AI technologies, educators have at their disposal an ever-expanding repertoire of tools that they can utilize to advance the development of their learners. Introducing these AI tools into the classroom and using them adeptly to create an AI-empowered learning environment will significantly enhance learners’ engagement and motivation, depth of understanding, and application of critical thinking and ethical decision-making in diverse contexts (Georgiou, M., 2024) . 

Innovative AI Tools and Their Potential in Education

To fully capitalize on AI’s capabilities, educators should continually seek out tools that generate rich, engaging materials – from thought-provoking quizzes to data analysis tools and immersive simulation games. Here’s a closer look at how to integrate some of these various tools into diverse curricula to stimulate critical thinking.

Structured Debates with AI Platforms

Platforms like Kialo Edu can encourage logical reasoning and improve oral skills through structured debates. Furthermore, the integration of assignments such as Debating the Ethics of Generative A I and Many Sides of Many Coi ns into these platforms enables students to engage in critical analysis and debate using AI tools, mirroring real-world scenarios. This approach not only helps learners explore diverse viewpoints and sharpen their argumentation skills but also fosters the development of their critical thinking abilities and ethical considerations in various contexts in relation to real-world scenarios.

AI-Generated Quizzes for Deeper Analysis

Using platforms like Socrative allows educators to move beyond rote learning. By having AI design quizzes centered on critical thinking, these platforms ensure that learners engage deeply with the material. Additionally, assignments like The AI Pedagogy Project’s Correct a Bad Essay can complement these quizzes by integrating AI with human editing skills, thereby focusing on deep learning and reasoning. This combination of AI-generated quizzes and interactive assignments like ‘Correct a Bad Essay’ encourages learners to not only understand the material but also to explore and justify their reasoning processes, pushing them towards more comprehensive learning.

Real-World Simulations with AI

Real-World Simulations with AI: Platforms like ENGAGE offer immersive experiences that simulate real-world dilemmas, thus enabling learners to apply critical thinking in practical and relatable contexts. In addition to simulating scenarios, ENGAGE facilitates global user interaction, allowing learners to engage with diverse perspectives while dealing with controversial cases and scenarios. Complementing this, The AI Pedagogy Project assignments such as Exquisite AI Corpse and Rock, Paper, Scissors, Code! can further enrich the learning experience. These assignments specifically encourage creative and logical thinking through innovative experimental tasks and programming challenges, aligning well with the practical application focus of ENGAGE .

Interactive Storytelling Enhanced by AI

Interactive Storytelling Enhanced by AI Tools such as Twine enable learners to create interactive, non-linear stories in various formats, thus challenging them to make decisions based on in-depth analysis and foresight. Complementing this, assignments like The AI Pedagogy Project’s Arresting Metaphors offer students opportunities to critically evaluate the AI tools’ capabilities in generating literary content. Such activities not only enhance their understanding of language and storytelling but also encourage deeper engagement with the nuances of AI-enhanced creative expression.

Simulated Ethical Dilemmas

By using AI to pose ethical challenges around topics like technology, data privacy, and other critical issues such as digital literacy, learners are compelled to evaluate and make decisions grounded in ethical reasoning. AI-powered simulations offer real-life scenarios for this purpose. In addition to these simulations, The AI Pedagogy Project’s assignments Illustrate a Hoax , AI Misinformation Campaign , and Investigate Misleading AI-Generated Images demonstrate practical applications of AI tools in emphasizing ethical decision-making and critical engagement with digital content. These assignments, together with AI Sandwich , allow for an in-depth exploration of the nuances of misinformation and the ethical implications of AI technology. Furthermore, educators can enrich these experiences with direct AI interaction. For instance, a ChatGPT conversation, available at this link , showcases how AI can be effectively utilized to engage students in a simulated ethical dilemma, thereby fostering critical thinking and ethical decision-making skills. This approach allows learners to explore and discuss their moral justifications, deepening their understanding of complex ethical scenarios.

Strategic Play with AI-Powered Games

Games like Civilization VI , which simulate intricate systems, offer learners a fun way to develop strategic thinking. Educators can encourage learners to discuss the decisions they made and whether they were the best decisions or not.  Such discussions can help your learners develop their deep reflective skills.

Collaborative Critical Thinking

AI-powered platforms like Edmodo can enhance collaboration, encouraging diverse perspectives and discussions that emphasize depth and critical engagement. Educators can also use Edmodo to match learners for group projects based on complementary skills and learning styles, encouraging diverse perspectives and critical discussions. Moreover, A tale of Two Critiques assignment further enriches this dynamic by comparing a primary source, a ChatGPT-generated critique of that source, and a human-generated critique, deepening learners’ skills in critical reading and evaluation. This assignment encourages students to work collaboratively and guides them to reflect on the nuances of AI and human analytical perspectives, fostering a comprehensive understanding of critical assessment techniques.

Deep Conversations with AI Platforms

Tools like Parlay generate thought-provoking discussion prompts around current events or academic topics.  They also suggest discussion questions that prompt deep thinking among learners. They can also support assignments like The AI Pedagogy Project assignment Critical Analysis Across AI Tools & Stereotypes , which engages students in critical thinking and debate.

Instant Feedback through A I

Platforms like Turnitin provide more than plagiarism checks. Educators can employ such tools to analyze student responses in real-time during discussions or tests to provide learners with immediate feedback.  By evaluating the quality of learners’ arguments in real-time, these tools help in creating an environment of continuous reflection and improvement.

Case Studies Powered by AI

Utilizing LLMs  (Large Language Models) such as Bing Copilot , Gemini , or Perplexity ai , educators can generate or select real-world case studies that align with their curricular objectives. These LLMs –  which also have a browsing feature – can curate case studies from databases that are most relevant to course material, thus promoting contextual understanding and critical reflection. 

This is the answer of Bing Copilot to this prompt: Can you generate real-world case studies with references that align with specific curricular objectives (such as physics)? Curate case studies from databases that are most relevant to the course material (choose 1 course objective in physics), thus promoting contextual understanding and critical reflection. Provide links to references. 

Bing’s Response: Sure, here are some real-world case studies that align with specific curricular objectives in physics:

• Ethics in Physics Research: The American Physical Society provides a series of case studies on ethical issues that can arise in the course of doing physics research 1 . These case studies are intended to be an educational resource for researchers, mentors, and students. They can be used to promote discussion on ethics in physics, which is an important part of any physics curriculum.
• Case Studies in Science: The National Center for Case Study Teaching in Science has a collection of nearly a thousand peer-reviewed case studies on a variety of topics in all areas of science 2 . These case studies can be used to enrich students’ educational experience and promote contextual understanding. 
• Quantum Computing Applications: Quantum computing is a rapidly evolving field with numerous real-world applications. A case study on quantum computing applications in optimization, research, cryptography/espionage, and industry-specific applications in finance, materials science, and healthcare can provide students with a deeper understanding of the practical applications of quantum physics 4 . 

Sources (supplied by Bing) :

• Ethics Case Studies – American Physical Society
• NCCSTS Case Studies | NSTA
• Top 20 Quantum Computing Use Cases & Applications in 2023 – AIMultiple
• Top 40 Most Popular Case Studies of 2021

An Ethical Call to Educators

The plethora of AI tools available to educators represents both an opportunity and a challenge. To ensure that these tools are utilized effectively, educators must undergo continuous training, not just in the technical aspects of AI but also in the ethical dimensions (Marcus & Davis, 2019). Only then can we guarantee a holistic education that prepares learners to critically and ethically engage with the world in the AI era.

Concluding Reflections

Navigating the landscape of AI in education brings to light its transformative potential and the responsibilities it entails. From the insights shared in both parts of our article, it’s evident that AI offers educators tools for fostering critical thinking and ethical discernment. However, AI also introduces unprecedented complexities that necessitate our vigilant navigation as we embark on this new journey. As educators, our role is to harness AI’s advantages while instilling in students the skills to critically evaluate and ethically engage with AI-powered content.

Finally, it is crucial for every educator to remain informed and proactive, ensuring AI complements rather than replaces human intellect. By expanding our repertoire of AI tools and judiciously integrating these tools into the learning experience, we can play a pivotal role in shaping critically astute and ethically grounded minds, ready to navigate the intricacies of an AI-augmented world.

Assignments – The AI Pedagogy Proj ect

Georgiou, M., (2024, January 9). AI in Education: Benefits, Use Cases and Future Prospects . Imaginovation.net

Marcus, G., & Davis, E. (2019). Rebooting AI: Building artificial intelligence we can trust . New York: Pantheon.