Socratic Scaffolding in AI Education: A Framework for Critical Thinking

Fujing Fan(Space Engineering University)

Abstract

The integration of artificial intelligence (AI) into education has created unprecedented opportunities for personalized learning, yet students often engage with AI tools through superficial, fact-driven inquiries, limiting their potential to foster critical thinking. This study addresses this gap by proposing a tripartite Socratic questioning framework (cognitive scaffolding, metacognitive reinforcement, and technological enablement) to enhance critical thinking in AI-mediated education. Findings suggest that structured questioning strategies and reflective practices significantly improve the depth and coherence of student inquiries, transforming passive AI interactions into iterative, reflective dialogues. While the framework demonstrates potential in fostering intellectual rigor, challenges such as AI’s inherent biases and the need for pedagogical adaptation persist. Future research should explore long-term cognitive outcomes and contextual adaptations across diverse learning environments.

Keywords

Socratic questioning; AI in education; Critical thinking

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DOI: http://dx.doi.org/10.12345/ret.v8i1.24338