United Nations Educational, Scientific and Cultural Organization highlights the great potential of artificial
intelligence (AI) to develop innovative teaching and learning processes. In this line, it is suggested to
focus on learning with the AI, learning about the AI and prepare students for AI. In doing so, in a previous
project, our agricultural engineering students solved a problem and compared the solution with the
solution gave by AI, strengthening the critical thinking competence (G15). In this project, we aimed to
also contribute to AI with this critical thinking. To do this, the flipped classroom methodology was
developed and students asked a generative AI to solve a problem. The students then received tools to
solve the problem through testing and reasoning. The students then compared the results with the
results of AI and generated a paragraph to feed AI with a supposedly improvement in the solution of the
problem. Additionally, an e-rubric was used to align the evaluation with the competences that students
need to acquire. This project presents a teaching-learning innovation in three aspects: a) the flipped
classroom methodology, b) the use of AI technological innovation to develop the G15 critical thinking
competence and c) the use of an evaluation with an e-rubric in line with the EHEA. However, the results
show that students, instead of competing with AI, they use AI believing without a doubt what AI says
and avoid critical thinking. It is concluded that despite the benefits of AI, it is necessary to clearly define
its use in the teaching-learning process, designing appropriate tools for the development of students'
critical thinking. Moreover, the teachers learned with this project to identify students that used AI to avoid
critical thinking.
