Artificial intelligence in teacher education: Examining critical thinking and creativity through AI usage

The integration of Artificial Intelligence (AI) in teacher education has raised important questions about its impact on higher-order cognitive skills, particularly critical thinking and creativity. This study investigates the mediating role of critical thinking in the relationship between AI usage and creativity among pre-service teachers. Grounded in Cognitive Load Theory (CLT) and Dual-Process Theory, the research conceptualizes critical thinking as a second-order reflective construct comprising adaptive exploration (AE) and systematic validation (SV). Using a cross-sectional survey design, data were collected from 107 pre-service teachers at a teacher training institution in Southwest China. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the relationships among AI usage, critical thinking, and creativity. Results indicate that AI usage significantly enhances critical thinking (β = 0.560, p < 0.001), which, in turn, has a strong positive effect on creativity (β = 0.707, p < 0.001). Moreover, critical thinking serves as a partial mediator, amplifying the effect of AI usage on creativity (β = 0.397, p < 0.001, VAF = 65.89%). These findings underscore the necessity of fostering AI-supported critical thinking skills in teacher education. As generative AI technologies become increasingly prevalent in digital learning environments, integrating adaptive exploration and systematic validation into pedagogical strategies is essential for cultivating both critical thinking and creativity. The study contributes to the discourse on digital learning innovations and teacher education by providing empirical evidence on AI’s role in enhancing cognitive development.