The rapid advancement of artificial intelligence (AI) presents significant challenges for higher education by raising complex ethical questions surrounding data privacy, bias, transparency, accountability, and the societal impact of automation. To address these challenges, it has become increasingly vital to focus on the development of critical thinking, lifelong learning skills, and a sense of social responsibility—key objectives of general education. Critical thinking enables individuals to objectively analyze complex issues and make informed decisions, while social responsibility ensures that AI technologies are developed and applied for the greater good, minimizing societal harm. Lifelong learning equips students with the adaptability necessary to confront and excel in the challenges of a rapidly changing era. In this work, we present the course design and innovative teaching approaches aimed at enhancing undergraduate students' critical thinking through general education in nature, science, and technology. We focus on two general education courses offered at the Chinese University of Hong Kong, Shenzhen: one on the history of natural science and another on quantum information science. These courses are open to undergraduates from all majors across the university. Active teaching methods, such as flipped classroom, role play and virtual labs, are employed to engage students. These methods effectively stimulate students’ passion for reflecting on scientific concepts, the methodologies of human exploration, and the impact of science and technology on nature and society. Quantitative studies, based on student feedback collected through surveys, are shared to evaluate the effectiveness of these innovative teaching and learning approaches.

Authors:
Hongbin Song, The Chinese University of Hong Kong, China

About the Presenter(s)
Dr. Song Hongbin is currently an Assistant Professor (Teaching) in the Division of General Education at The Chinese University of Hong Kong, Shenzhen.

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