Teaching Strategies for Developing Critical Thinking in University History Students Based on Gender Perspective and Generative Artificial Intelligence

Zusammenfassung

This article presents a project on educational innovation focused on evaluating the effectiveness of two teaching strategies for developing critical thinking in university students: integrating a gender perspective in learning Early Modern History and the use of Generative Artificial Intelligence (GenAI) as a tool to promote apprenticeship. Additionally, the project has a social goal: developing a critical awareness in students allowing them to understand problems and face the challenges of the educational world and society. The project was developed with the participation of students from four subjects, across three academic years (first, third, and fourth), in the Geography and Land Planning, History and Humanities Degrees at the University of Alicante, Spain. Students were required to exercise their critical thinking skills to complete assignments related to the presence of women in Early Modern Age Art, using GenAI as a tool and incorporating gender perspective. Moreover, students had utilized their critical thinking abilities to evaluate comments through surveys and textual, focusing the inclusion of gender perspective in History as well as the use of GenAI. The analysis of these sources of information demonstrates students developed their critical thinking skills by completing the assignments, a decisive ability for their professional future and for their formation as citizens committed to an inclusive and fairer society