<![CDATA[This study aims to analyse the implementation of an AI-assisted design thinking learning model in enhancing university students’ problem analysis and critical thinking skills in Citizenship Education programmes. The study employed a qualitative approach involving undergraduate students from several Citizenship Education programmes at universities on Java Island, Indonesia. The learning implementation integrated artificial intelligence (AI) to assist students in exploring information, generating ideas and reflecting on solutions to civic and social issues. Research data were collected through observations of the learning process, analysis of students’ assignment documents, AI-assisted interaction records and group discussions conducted during the implementation of the model. Data were analysed descriptively to identify the dynamics of the learning process at each stage of design thinking. The findings indicate that AI-assisted design thinking encouraged students to engage actively in social problem analysis and problem-solving. During the empathise stage, students identified social issues through digital information exploration, AI use and group discussions, enabling them to understand problems from multiple perspectives. In the define stage, students formulated problems more systematically by identifying causal relationships and the underlying social contexts. The ideate stage encouraged students to generate alternative solutions creatively and collaboratively through group discussions and AI-supported idea development. In the prototype and test stages, students developed solution designs in the form of programmes or simple policy models and evaluated their effectiveness through reflection, feedback and AI-assisted analysis. The study concludes that AI supports, but does not replace, students’ critical reasoning, the quality of which depends on reflective pedagogical design.]]>
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