Artificial Intelligence (AI) is the ability of a machine to exhibit the same capabilities as humans, such
reasoning, learning, creativity and the ability to plan. Its future applications are expected to imply great
changes, but AI is already present in our lives, despite the possible risks that its inappropriate use may
entail. Therefore, the United Nations Educational, Scientific and Cultural Organization, UNESCO, states
that we should focus our efforts on a) learning with AI, b) learning about AI and c) preparing for AI. They
also point out its great potential for developing innovative teaching and learning practices. For all these
reasons and taking into account the opportunities that AI presents for teaching innovation, we believed
that it should be introduced in classrooms bringing students closer to this new technology, and it could
be a good tool for critical thinking. The objective of this project was to strengthen the critical thinking
competence (G15) of Agricultural Engineering students through AI, using primary-secondary sources of
information that will allow them to refute/approve the solution provided by AI to solve a given problem.
A linear methodology was used and in doing so, we proposed a real problem to our students. Then the
students using AI sources of information searched for solutions to the given problem. Then they received
instructions to solve the problem. Finally, they should refused or approved the solution provided by AI,
using critical thinking. The flipped classroom was used as a methodology to search with AI a solution to
a given engineering problem. By checking, validating and confirming the results, they contrasted the
results provided by AI, strengthening the G15 critical thinking competence. An e-rubric was used to
evaluate the objectives, aligning the evaluation with the competences to be acquired by the student.
The results showed students different familiarity with AI technology. Master students showed higher
knowledge of AI than Degree students. Moreover, we teach and even present for the first time, students
and teachers to AI technology. The students were fascinated with AI and expressed the huge
opportunities that this technology could bring to many of the activities that they face while learning. Two
advantage students, not the majority of them, even started to give instructions to AI and exploited its
results. Some teachers also had first contact with this technology and expressed many doubts and
concerns in the future of the teaching and learning process considering AI and how to evaluate academic
activities that can be solved quickly with AI such bibliographic review, redaction, etc. We concluded that
this technology will move the teaching-learning process to a new context and teachers have to adapt
their evaluations to this new area.
