REFLECTIVE INTERACTION WITH ARTIFICIAL INTELLIGENCE AS THE BASIS FOR DEVELOPING CRITICAL THINKING OF ENERGY ENGINEERING STUDENTS

The paper examines the development of critical thinking in engineering students under the conditions of digital transformation and the introduction of artificial intelligence (AI). It substantiates the concept of reflective interaction with AI as a pedagogical mechanism that reduces the risk of uncritical acceptance of algorithmic solutions and “algorithmic substitution.” This approach is shown to integrate cognitive development, professional responsibility, and ethical reflection, transforming AI from a source of ready-made answers into a means of fostering the analytical autonomy of future engineers in the energy sector.

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