HOW CAN GEN-AI INTEGRATION TRANSFORM CRITICAL READING STRATEGIES? A CASE STUDIES IN INDONESIAN HIGHER EDUCATION

Abstract

This study explores lecturers' experiences in reorganizing critical reading learning strategies as well as students' experiences in utilizing generative artificial intelligence as a tool. A qualitative approach with an intrinsic case study design was utilized, involving lecturers and 10 students selected through a purposive sampling technique. Participatory observation and semi-structured interviews constituted the primary instruments of data collection, thereby facilitating an in-depth analysis of lecturers' and students' experiences in utilizing AI as a critical reading tool. The findings indicated that lecturers reorganized critical reading learning strategies with selective integration of technology at the exploration, information clarification, and idea organization stages. The evaluation, presentation, and self-regulation stages are still conducted manually to promote independent thinking. Students experience a transformation from passive users to reflective learners who utilize technology strategically, accompanied by verification of academic sources and critical discussions. The implications highlight that the integration of generative artificial intelligence in a structured pedagogical framework can strengthen students' self-regulation and digital literacy skills, rather than inhibit critical thinking if accompanied by a repositioning of the lecturer's role as a critical thinking facilitator. The limitations of this study include a small sample size limited to one institutional context and variations in students' initial digital literacy levels. Further research needs to expand the sample across various institutional contexts to assess the consistency of the results and their potential for wider adaptation.