Implementation of the ReflexIA Model in Higher Education: A Case Study in the Bachelor's Degree in Pedagogy

Abstract

The growing presence of artificial intelligence (AI) in higher education demands pedagogical approaches that integrate it critically, focusing on the development of competencies such as critical thinking and reflective learning. Within this context, the research question is defined as: How can AI—specifically large language models—serve as mediators of critical and creative thinking in university settings? The aim is to analyze the implementation of the pedagogical model ReflexIA, which incorporates an AI-based conversational agent as a facilitator of reflective learning among students at the University of Seville. A qualitative methodology was employed, using a single-case study design applied to a non-probabilistic convenience sample of 60 first-year students enrolled in the Bachelor’s Degree in Pedagogy. Data were collected through the review and analysis of students’ comments and proposals generated during their interaction with an AI chatbot designed to foster Socratic questioning. The findings indicate that the ReflexIA model supports conceptual deepening, critical and creative thinking, as well as collaborative learning.