FOSTERING EVIDENCE-BASED AND AI-AWARE INDEPENDENT THINKING IN PRIMARY SCHOOL LEARNERS

Abstract

This article reconceptualizes independent thinking in primary education for a learning environment increasingly shaped by digital information and generative artificial intelligence. Rather than treating independence as individual task completion, the paper defines it as the learner’s capacity to frame a question, make an initial judgement, seek and compare evidence, monitor the quality of reasoning, and revise a conclusion when new information appears. Particular attention is given to age-appropriate source checking, metacognitive routines, human agency in the use of AI-generated information, and formative assessment of reasoning. A practical VERIFY cycle - Voice an initial idea, Examine the source, Relate evidence, Identify uncertainty, Form a revised judgement, Yield a reflection - is proposed as a classroom model for grades 1–4. The article argues that digital and AI tools can support inquiry only when pupils retain responsibility for questioning, verification and final judgement. Practical examples for mathematics, reading, science and language lessons are provided.