Vol. 2 No. 1 (2027): Volume 2, Issue 1 (2027)
Articles

Questioning Assumptions in the Age of AI: Extending Brookfield’s Critical Pedagogy for Workforce Learning Futures

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  • Viktor Wang
Viktor Wang
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DOI: https://doi.org/10.46787/ijaipil.v2i1.7279

Published 2026-05-04

Keywords

  • critical AI pedagogy; questioning assumptions; artificial intelligence in education; workforce learning; critical reflection

How to Cite

Wang, V. (2026). Questioning Assumptions in the Age of AI: Extending Brookfield’s Critical Pedagogy for Workforce Learning Futures. International Journal of AI in Pedagogy, Innovation, and Learning Futures, 2(1). https://doi.org/10.46787/ijaipil.v2i1.7279

Copyright (c) 2026 Viktor Wang

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This article extends Stephen Brookfield’s concept of critical thinking as “questioning assumptions” into the context of artificial intelligence (AI)–mediated learning and workforce education. As AI systems increasingly shape how knowledge is produced and consumed, learners face new challenges in evaluating algorithmically generated information that appears authoritative and neutral. The study argues that AI amplifies, rather than reduces, the need for critical reflection by introducing hidden assumptions embedded in data, models, and outputs. Drawing on critical pedagogy, AI literacy, and workforce learning perspectives, the article proposes a framework for critical AI pedagogy that integrates reflective inquiry, dialogic learning, and ethical awareness. It further outlines practical strategies for teaching critical thinking in AI-rich environments. The article concludes that the future of learning depends on learners’ ability to interrogate both human and algorithmic assumptions, positioning critical reflection as a central competency for education and work in the age of AI.

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