<![CDATA[The integration of Generative Artificial Intelligence (GenAI) in higher education has triggered a significant transformation in the mathematics learning paradigm, particularly in the interaction of students with complex materials. Therefore, this study aimed to explore in depth the role of GenAI in facilitating deep learning, developing critical thinking skills, and identifying the ethical challenges faced by student mathematics teachers. A total of 22 students who actively integrated various GenAI tools to complete structured assignments over a semester were analyzed using a qualitative, phenomenological design. Data were collected through reflective semi-structured interviews and systematically examined using the thematic analysis method with the aid of ATLAS.ti software to map the interrelationships between developing phenomena. The results showed that GenAI served as an effective scaffolding tool, supporting deep learning by providing interactive discussion spaces and instant feedback. Furthermore, the AI system's limitations in accuracy and potential for information hallucinations served as cognitive stimuli that compelled students to conduct independent verification and intensive logical evaluation of each solution generated. This phenomenon indicated that interaction with AI strengthened critical thinking skills when the technology was positioned as a cognitive partner. Even though the risk of learning dependency was identified, students’ critical awareness as future teachers mitigated the negative impacts through a mindful learning method. As a practical implication, teachers were advised to obtain instructional designs that explicitly integrated critical validation activities into every use of technology to maintain the intellectual independence of students.]]>
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