Abstract

Some Nigerian learners in the field of adult education acquire knowledge inaccurately through the use of artificial intelligence (AI), thereby, leading to wrong acquisition of knowledge and inappropriate application of information. This is because they probably lack critical thinking in examining information provided by AI. Therefore, this paper examines how critical thinking could be applied to the use of AI with the aim to maintaining effective and appropriate use of AI. It emphasizes the need for learners in Nigeria to assess AI-generated information, recognizing biases, and making informed decisions so as to avoid misinformation. This paper is philosophical in nature. It makes use of analytical and prescriptive techniques for its analysis and recommendations. The paper argues that lack of critical thinking hampers the effective use of AI by learners. It concludes that there should be practical strategies for fostering critical engagement with AI with the intention to promote effective teaching and learning. Therefore, this article recommends that management of adult education in Nigerian institutions/centres should educate learners on the application of critical thinking that would enable them analyse, clarify, interpret, criticise, and evaluate any information while engaging AI machines or applications for appropriate use.