In his thought-provoking article, Michael Kiener (2025) in his article” Teaching with AI: From Prohibition to Partnership for Critical Thinking “ that was published on November 5, 2025 on the website Faculty Focus, he argues that the academic response to generative AI should shift from prohibition to partnership and guided integration. He critiques the common fear that AI weakens human critical thinking and academic integrity, asserting instead that well-structured engagement with AI can enhance students’ metacognitive and analytical skills. Banning AI, he notes, neither prevents its use nor prepares students to navigate an AI-driven world.

Kiener proposes a developmental, scaffolded framework for integrating AI into education:

• Lower-level courses should introduce responsible AI use through guided practice and foundational skill-building.
• Mid-level courses should use AI for structured tasks that develop autonomy and discernment.
• Upper-level and graduate courses should empower students to evaluate AI’s role in their learning and apply it independently.

Practical strategies include using AI for ungraded discussions, feedback loops, role-play simulations, and eventually for creating personalized learning agents. These activities help students become self-regulated learners who engage critically with AI rather than rely on it passively.

Kiener concludes that education must evolve from fear-based restrictions toward AI-informed pedagogy that promotes creativity, ethical use, and critical inquiry. Rather than asking “Should we allow AI?”, educators should ask “How can we teach students to think critically with AI?” His framework offers a roadmap for transforming AI from a perceived threat into a collaborative partner in higher-order learning, equipping students to thrive in a future where human judgment and machine intelligence coexist productively.