Bridging Learner Needs and Instructional Design: Developing a GenAI-PBL Model for Critical Thinking and Moral Reasoning in Undergraduate Philosophy Education

Abstract

Despite the rapid adoption of generative artificial intelligence (GenAI) in higher education, limited research has developed pedagogically grounded instructional models that systematically integrate GenAI into philosophy education to foster higher-order learning competencies. This study aimed to develop and validate a Generative AI-Enhanced Problem-Based Learning (GenAI-PBL) instructional model to promote critical thinking, moral reasoning, and learning achievement among undergraduate philosophy students in China. A sequential mixed-methods research design was employed, consisting of a needs analysis followed by instructional model development and expert validation. In Phase 1, quantitative data were collected from 400 undergraduate students, complemented by qualitative interviews with five philosophy instructors from three universities. The findings revealed consistently high student needs across all dimensions (M = 3.99–4.23), particularly in AI-supported cognitive guidance, moral reasoning, and learning scaffolding, while instructors identified challenges related to facilitating higher-order thinking, integrating ethical discussions, designing AI-supported learning activities, and developing professional readiness for GenAI implementation. Based on these findings, a three-phase GenAI-PBL instructional model was developed, comprising pre-class scenario triggering, in-class inquiry and dialectical facilitation, and post-class reflection and assessment. The model was subsequently evaluated by five experts and demonstrated high pedagogical appropriateness (overall M = 4.38), with all components achieving an Index of Item-Objective Congruence (IOC) above 0.67. The proposed model provides a theoretically grounded and empirically informed framework for integrating GenAI into undergraduate philosophy education and offers practical guidance for enhancing critical thinking, moral reasoning, and learning achievement through AI-supported problem-based learning.