The relationship between higher-order thinking and problem-solving skills development among pre-service teachers using generative AI: an analysis based on moderated mediation

Abstract

BACKGROUND: Artificial intelligence (AI), as a smart and connected technology, has significantly expanded the educational landscape.As more educators and learners begin to rely on GAI to assist with tasks such as instructional design and information generation, its potential to support problem-solving has gained increasing attention. However, the extent to which GAI contributes to the development of higher-order thinking skills-such as creative thinking, critical thinking, and metacognitive awareness-and how these thinking processes interact to influence problem-solving ability remains underexplored. A more comprehensive understanding of this relationship is needed to guide the effective integration of GAI in educational practice. METHODS: The study encompassed 473 pre-service teachers from three distinct higher education institutions, with specialties in science, computer science, and mathematics, and included a four-week generative AI-supported instructional design training program. And a semistructured interview comprising open-ended questions was administered to 50 pre-service teachers within the experimental group to present their views on generative AI-assisted teaching. Assessments were conducted before and after this program using a higher-order thinking skills survey. The relationship between thinking and problem-solving ability development of pre-service teachers using generative artificial intelligence was analyzed with a moderated model. RESULTS: The study encompassed 473 pre-service teachers from three distinct higher education institutions, with specialties in science, computer science, and mathematics, and included a four-week generative AI-supported instructional design training program. And a semistructured interview comprising open-ended questions was administered to 50 pre-service teachers within the experimental group to present their views on generative AI-assisted teaching. Assessments were conducted before and after this program using a higher-order thinking skills survey. The relationship between thinking and problem-solving ability development of pre-service teachers using generative artificial intelligence was analyzed with a moderated model. CONCLUSIONS: This study confirms that training pre-service teachers using generative AI to foster creative thinking can elevate their critical thinking, thereby impacting their problem-solving abilities. Moreover, metacognitive thinking amplifies the impact of creative thinking on critical thinking, resulting in a moderated mediation effect.

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