Cultivating Critical Creators in Teacher-Student-AI Collaboration under AIGC

Abstract

The development of artificial intelligence has entered the era of cognitive intelligence, where machines are beginning to transcend their instrumental role and evolving into collaborative partners. This technological progress has triggered a fundamental shift in educational philosophy - moving from an emphasis on knowledge transmission to a focus on competency development. However, while implementing instructional design transformations through the "Problem-Based - Human-AI Collaboration - Ecological Evolution"framework, we have observed that students using AI can easily fall into the "prompt engineer trap,"passively accepting generated outcomes. In fact, the ultimate goal of AI integration is not to cultivate efficient users, but to nurture critical creators who can engage with AI reflectively and creatively. By analyzing pain points in students' behavioral experiences within AIGC environments, this study is grounded in three interrelated theoretical foundations: critical thinking theory, the transformation and reshaping of design behavior paradigms in AIGC contexts, and the methodology of technology and behavioral design. With a student growth-oriented approach, we construct a critical behavioral design framework for Teacher-Student-AI collaboration, aimed at promoting deep learning and metacognitive development in student design courses.