This study explores the integration of design thinking in “Writing Texts with AI Tools” workshops focused on gender awareness within Anglophone Cultural Studies. Conducted as part of an interdisciplinary educational framework, the online workshops engaged 49 undergraduate Gen Z students in collaborative learning experiences utilizing AI tools such as ChatGPT, Gemini, and Perplexity. Participants applied the five-stage design thinking process—empathize, define, ideate, prototype, and test—to develop critical analyses on literary and historical topics. The study examined the role of prior knowledge in AI-assisted content creation, assessing whether students with background familiarity produced more comprehensive analyses compared to those relying primarily on AI-generated material. A qualitative research approach, incorporating student worksheets, observation sheets, and peer feedback, provided insights into cognitive engagement, digital literacy, and problem-solving skills. Findings indicate that structured AI integration enhances reading comprehension, writing proficiency, and critical thinking while fostering collaborative learning. Students demonstrated enhanced proficiency in using AI tools, and validating historical and literary information. Moreover, online workshop settings, facilitated through breakout rooms, contributed to focused engagement, teamwork, and effective content presentation. The absence of formal grading encouraged experimentation, fostering creativity and motivation. This research highlights the potential of design thinking in AI-enhanced education, underscoring its capacity to cultivate digital fluency, analytical reasoning, and adaptive learning strategies in university students.