Abstract:

The presented paper is focused on the issue of critical thinking and its interconnection across the Framework Educational Programme for Basic Education in the Czech Republic. The development of critical thinking is increasingly important for students of the Faculty of Education, not only for their own studies, but also for their future profession, thanks to which it will influence the next generation of pupils. With the dynamic development of artificial intelligence and its entry into education, more and more demands will be placed on critical thinking.
The theoretical part defines the initial knowledge related to the above-mentioned issue. We define terms such as critical thinking in a broader context, Framework Educational Programme for Basic Education and Artificial Intelligence. Furthermore, we translate a basic insight into the current state of knowledge in these areas.
Mixed research design is used in the practical part. The qualitative method of content analysis is used to analyze the Framework of the Educational Programme for Basic Education. Furthermore, the knowledge and opinions of students of the Faculty of Education on artificial intelligence in education is examined through a semi-structured interview. The quantitative research method using a questionnaire survey is used to determine the level of critical thinking of students of the Faculty of Education.
The findings show that a large proportion of students are aware of artificial intelligence and its possibilities of use in education. However, the actual work with it is demanding for students of some fields and they do not know how they would use it in their future practice. Most students are not aware of the impact of working with artificial intelligence on their critical thinking. In conclusion, we present the limits and expected benefits of this post.

Keywords:

critical thinking, education, artificial intelligence.