Critical and Creative Thinking: Still Essential in the Age of AI

As Artificial Intelligence becomes increasingly woven into the fabric of our educational and social lives, the question arises: What does it mean to learn in this new landscape? AI’s ability to analyse vast amounts of data and automate routine tasks is impressive, but it brings into sharp relief the skills that remain uniquely human—our ability to think critically and creatively.

Many of us rarely pause to consider what really happens in our minds when we say we are “thinking.” Yet, becoming aware of and understanding our own thought processes is foundational for teaching others to think. If educators lack clarity about their own cognitive patterns, it is hard to make their thinking visible to students or to support students in developing these skills. This reflective approach—known as metacognition—invites us to recognise not just how we process information, but also when we don’t have answers yet, and what strategies might help us move forward. Metacognition isn’t reserved only for older learners; with the right scaffolds and routines, even young students can engage in thinking about their own thinking and benefit from explicit instruction.

Learning is not passive—it is built through active engagement and thinking. Cognitive research, such as Daniel Willingham’s model of memory, tells us that working memory is the mental space where ideas are manipulated and problem-solving occurs. However, working memory is limited, and deep thinking relies on knowledge stored in long-term memory. The more students know, the more they can connect new learning, solve problems, and engage in complex thought. Our role as teachers is to design opportunities that connect these processes, allowing for deeper understanding and fostering advanced thinkng skills.

Critical and creative thinking share an intricate relationship. Often, creative thinking is intuitive and generative, focused on producing new ideas or novel perspectives—imagining, combining, reshaping, and refining concepts. Critical thinking, on the other hand, is analytical and evidence-based; it guides students to evaluate information, reason through arguments, and make sound judgements. Both modes of thinking require significant cognitive energy, and both benefit from intentional teaching that makes the processes explicit.

While foundational skills such as remembering and understanding are essential starting points, they allow students to climb toward higher-order tasks: applying, analysing, evaluating, and creating. Tools like Bloom’s Taxonomy can help us clarify the cognitive demand in our lessons and signal the kind of thinking required for deep learning. The language we use—particularly the verbs in our learning intentions and questions—guides students towards the intended thinking and depth. Are we asking for recall, analysis, invention, or evaluation? Are our questions intentionally designed to elicit critical reflection or creative exploration?

Despite the rise of AI, the need for students who can engage deeply, resist superficiality, and think flexibly is more urgent than ever. AI may excel at memorising and processing data, but humans bring judgement, emotional intelligence, ethical reasoning, and creativity—all critical for navigating complex challenges and for jobs that haven’t even been invented yet. In this context, critical thinking helps us interrogate AI-generated information, question biases, and assess reliability, while creative thinking empowers us to use AI as a tool to invent, imagine, and steer technological development toward human-centred goals.

These skills do not develop in isolation. In the classroom, teachers must intentionally scaffold student thinking, use explicit language, and provide structures and routines that manage cognitive load and build metacognitive habits through a knowledge-righ curriculum. Feedback should highlight not just the outcomes but the process—what strategies worked, how students might adapt, and the quality of their reasoning or ideation. This cycle of awareness, application, and self-reflection transforms students into independent thinkers who can transfer and adapt their skills to new contexts.

The responsibility for nurturing thinking does not fall solely to classroom teachers. School leaders play a vital role in establishing an environment where critical and creative thinking are explicit, valued, and woven into daily practice. Leaders influence culture, encourage thinking language in staff meetings and communications, support professional learning, and promote reflection as a core aspect of school life. When both teachers and leaders commit to prioritising thinking, schools become more engaging, resourceful, and responsive places for learning.

In today’s educational climate, it is not enough to focus on what students know. We must concentrate on how they think, reason, create, and reflect—preparing them not just for the challenges of today but for an unpredictable future where adaptability and innovation are essential. Making a difference starts with small, intentional actions: using thinking language, modelling processes, asking purposeful questions, and encouraging reflection.

As we gather at the National Education Summit, let us champion a culture where thinking is visible, valued, and actively developed—because in the age of AI, fostering critical and creative thinking remains our most important task.