Neuroscience-Informed Theory and Strategies for AI-Enhanced Classrooms
Keywords:
artificial intelligence, education technology, heutagogy, workforce developmentAbstract
Artificial intelligence now sits at the center of both work and learning, challenging educators to strengthen, not surrender, human cognition. This article links economic change, cognitive neuroscience, and educational pedagogy to show how critical thinking becomes the decisive learning outcome in an AI age. Drawing from research on memory, feedback, and reinforcement, the author outlines how knowledge is built, not merely accessed. These principles are then applied in redesigning an undergraduate analytics course using an AI platform to individualize student challenge and feedback. The result is a model for teaching that uses AI to cultivate reasoning, adaptability, and ethical awareness.
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