Human-Centered Digital Pedagogy in Online Learning: Integrating Artificial Intelligence to Foster Critical Thinking and Collaborative Learning

Abstract

This study aims to examine the implementation of human-centered digital pedagogy through Artificial Intelligence (AI) integration in online learning to foster students’ critical thinking and collaborative learning. A qualitative case study design was employed at madrasah. Data were collected through in-depth interviews, observations, and documentation involving school leaders, teachers, and students. Data were analyzed through data condensation, data display, and conclusion drawing and verification, while credibility was established through source, technique, and time triangulation. The findings reveal that AI supported critical thinking by encouraging students to question, verify, compare, and evaluate AI-generated information before reaching conclusions. AI also strengthened collaborative learning by providing information that students discussed, compared, negotiated, and transformed into collective solutions. The study concludes that AI becomes educationally meaningful when positioned as a pedagogical mediator rather than an autonomous knowledge provider. The findings imply that schools should strengthen teacher AI literacy, design inquiry-based collaborative activities, establish responsible AI guidelines, and maintain human oversight to ensure that technological integration supports meaningful, ethical, and learner-centered education.