Authors - IGN Oka Ariwangsa, Komang Widhya Sedana Putra P, Wayan Sri Maitri Abstract - The rapid adoption of artificial intelligence (AI) in higher education has transformed how students access information and engage in academic activities. While AI-powered technologies enhance efficiency and provide personalised support, their uncritical use may weaken independent reasoning and reduce meaningful social-academic participation. This raises concerns in digitally mediated environments where individuals must interpret complex information, evaluate uncertainty, and make informed judgments. Despite growing attention, most studies emphasise functional outcomes such as academic performance, overlooking the mechanisms through which AI-integrated teaching can foster deeper, more sustainable learning. This study examines how AI-aware pedagogy—defined as the intentional and reflective integration of AI in instructional design—enhances critical thinking through social-academic engagement. A quantitative approach was employed, involving 200 undergraduate students in Indonesia. Data were collected via structured questionnaires and analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that AI-aware pedagogy has no significant direct effect on critical thinking. However, it significantly influences critical thinking indirectly through social-academic engagement. This indicates that higher-order thinking develops not merely through technological integration, but through socially embedded learning processes that encourage interaction, reflection, and evaluation. Theoretically, this study links digital pedagogy with cognitive and social learning processes. Practically, it highlights the need for AIsupported environments that foster critical evaluation and responsible decisionmaking under conditions of uncertainty. Future research should explore its applicability across contexts and its long-term cognitive implications.
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