Faculty Publications

From Automation to Augmentation: GenAI’s Role in Promoting Students’ Cognitive and Ethical Development

Document Type

Article

Keywords

Creativity, Critical thinking, Ethics, Generative AI, Integrity, Problem-solving

Journal/Book/Conference Title

Thinking Skills and Creativity

Volume

59

Abstract

The integration of Generative AI (GenAI) in higher education represents a paradigmatic shift from automation to augmentation. It fundamentally transforms how students engage with technology. But how do students' interactions with GenAItools shape their learning, critical thinking, and ethical engagement? Our qualitative study examines how 101 postgraduate students at an Indian university interact with GenAI tools (ChatGPT, Bard, Bing Chat, and Perplexity.ai) through contextualized learning experiences in supply chain analytics and manufacturing logistics. Using grounded theory analysis of open-ended interviews, we identified six interconnected themes spanning technological, cognitive and ethical dimensions as a result of students navigating AI-mediated learning environments. Our findings showed that students were able to develop sophisticated “distributed creativity” and "augmented metacognition," enabling them to negotiate complex relationships between AI assistance and intellectual ownership. Rather than passive consumption, students demonstrated emerging AI literacy, whereby they were able to critically evaluate AI output, recognize its limitations while also maintain authorial control. These insights illuminate evidence-based strategies for fostering AI literacy while preserving academic integrity, enabling educators to responsibly harness GenAI's transformative potential.

Department

Department of Accounting

Original Publication Date

3-1-2026

DOI of published version

10.1016/j.tsc.2025.102035

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