The Internet plays a crucial role in modern information search and decision-making, despite the varying quality of information. Its open nature, combined with Generative AI (GenAI), allows for easy creation and dissemination of both accurate and inaccurate information expressing varied perspectives, leading to conflicting information. For many important issues, people must navigate misinformation to find high-quality information, but also, navigate the variation in perspectives of even relatively high-quality sources where there may be no consensus, without falling into cognitive biases and opinion polarization. It is essential to support individuals to critically navigate conflicting information to meet their information needs and make informed decisions. Hence, this study introduces a socio-technical pedagogical Information Problem Solving (IPS) intervention, featuring an AI-powered support tool, ‘INFO-NAVIGATE’, to scaffold students to identify high-quality information in the context of conflicting information while enhancing their cognitive skills and critical thinking. The study follows a Design-Based Research (DBR) methodology and the intervention is evaluated based on input from both students and educators. Beyond the IPS intervention, the study aims to contribute generalizable design principles for novel information seeking interfaces in the age of misinformation and GenAI. It also aims to provide insights on the approaches and perspectives of educators in implementing such tools for teaching information seeking and critical thinking.