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This chapter presents an integrative review (2020–2025) on the role of Generative AI (GenAI) in fostering Higher-Order Thinking Skills (HOTS) in K–12 Science and Mathematics. Synthesizing 18 empirical and theoretical studies across four evidence categories, it finds that GenAI can transform problem-solving and computational thinking when embedded in structured pedagogies such as Critical Error Analysis or Science and Engineering Practices. Acting as a cognitive amplifier and dialogic partner, its impact depends on teacher mediation and AI literacy. The review also highlights GenAI’s vulnerability to digital inequality, with traditional instruction proving more effective in low-resource contexts. Ultimately, GenAI redefines the teacher’s role–from content transmitter to epistemic curator–requiring advanced pedagogical, ethical, and technical competencies.

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Generative Artificial Intelligence and the Development of Higher-Order Thinking Sills in K-12 Science Education: An Integrative Literature Review (2020–2025)

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  • 发表日期：

    2026年

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  • Rosa Neto,
  • Isabel Saúde,
  • José Luís Araújo

摘要

This chapter presents an integrative review (2020–2025) on the role of Generative AI (GenAI) in fostering Higher-Order Thinking Skills (HOTS) in K–12 Science and Mathematics. Synthesizing 18 empirical and theoretical studies across four evidence categories, it finds that GenAI can transform problem-solving and computational thinking when embedded in structured pedagogies such as Critical Error Analysis or Science and Engineering Practices. Acting as a cognitive amplifier and dialogic partner, its impact depends on teacher mediation and AI literacy. The review also highlights GenAI’s vulnerability to digital inequality, with traditional instruction proving more effective in low-resource contexts. Ultimately, GenAI redefines the teacher’s role–from content transmitter to epistemic curator–requiring advanced pedagogical, ethical, and technical competencies.