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Ma, Z. Q., & Cui, X. (2026). Human-Machine Collaborative Teaching Models from the Perspective of Intersubjectivity: Theoretical Framework and Practical Forms. e-Education Research, 47, 14-21. (In Chinese)
https://doi.org/10.13811/j.cnki.eer.2026.03.002

has been cited by the following article:

• TITLE: From “Technological Empowerment” to “Technological Erosion”: Strategies for Protecting Critical Thinking in LLM-Assisted Instruction

  AUTHORS: Na Li, Ying Tian

  KEYWORDS: Large Language Models, Critical Thinking, Protection Strategies

  JOURNAL NAME: Open Journal of Social Sciences, Vol.14 No.9, September 28, 2026

  ABSTRACT: While large language models (LLMs) are reshaping instructional forms and realizing “technological empowerment”, they also harbor risks of cognitive outsourcing, algorithmic dependence, and process black-boxing, which constitute forms of “technological erosion”. These risks directly weaken learners’ cognitive engagement and undermine the critical thinking that takes reasoning, questioning, and reflection as its core. In view of this, this paper analyzes the internal mechanism and main logic of the weakening of critical thinking in LLM-assisted instruction from the critical perspective. It further explores and constructs strategies for protecting critical thinking that can move from passive prevention to active immunity and from singular “empowerment” to a balance of “empowerment and protection”.