Abstract

I've developed Socratic GPTs-AI-driven conversational agents employing the Socratic method-to foster critical thinking and ethical AI usage among students. These GPTs guide learners through probing questions, encouraging them to arrive at answers independently rather than providing direct solutions. Since mid-2024, the Critical Social Justice module's reflective tutor has recorded over 1,000 chat interactions with positive student feedback. The Undergraduate Physics Studies GPT, developed in April 2025, has facilitated over 200 chats. Approximately 120 undergraduate students across various disciplines have interacted with the Socratic GPTs. Their feedback, gathered through surveys and focus groups, has been instrumental in refining the GPTs to better meet student needs. Following faculty requests, plans are underway to develop additional GPTs, including one for undergraduate Neuropsychology students. In our design sprint course, 26 academics enrolled in 2025, some, have expressed interest in integrating GPTs into their modules. This initiative includes pre- and post-assessments to evaluate impact. Socratic GPTs are accessible to all students, including those using free-tier ChatGPT accounts. To date, evaluation has been conducted through informal qualitative methods, including student feedback and focus group discussions. For the next phase, we plan to implement structured pre- and post-intervention assessments. Socratic GPTs can transform traditional pedagogical approaches.

References

1. Paul, R. W., & Elder, L. (2002). Critical Thinking: Tools for taking charge of your professional and personal life. http://www.course.sdu.edu.cn/Download/cbbf5d26-e7f4-4995-b0ca-68244138e324.pdf
2. Katsamakas, E., Pavlov, O. V., & Saklad, R. (2024). Artificial Intelligence and the Transformation of Higher Education Institutions: A Systems approach. Sustainability, 16(14), 6118. https://doi.org/10.3390/su16146118
3. Nold, H., N. (2017). Using Critical thinking Teaching Methods to Increase Student success: An Action Research project. International Journal of Teaching and Learning in Higher Education, 29, 1. https://files.eric.ed.gov/fulltext/EJ1136016.pdf
4. Peterson, S. (2011). Socrates and Philosophy in the Dialogues of Plato. https://doi.org/10.1017/cbo9780511921346
5. Holmes, W., Bialik, M., Fadel, C., & Center for Curriculum Redesign. (2019). Artificial intelligence in Education: Promises and implications for teaching and learning. In Center for Curriculum Redesign [Book]. https://curriculumredesign.org/wp-content/uploads/AIED-Book-Excerpt-CCR.pdf
6. Goldie, J.G. (2016) ‘Connectivism: A knowledge learning theory for the digital age?’, Medical Teacher, 38(10), pp. 1064–1069. doi:10.3109/0142159x.2016.1173661.
7. Khoza, R. (2023). INSPIRING GREATNESS. In UKZN STRATEGIC PLAN: 2023-2032. https://ukzn.ac.za/wp-content/uploads/2023/03/UKZN-Strat-Plan-spreads.pdf
8. OpenAI. (2023). GPT-4 Technical Report. https://cdn.openai.com/papers/gpt-4.pdf

Interactive Examples

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Title: ILD Learning Outcomes Guide

Description: Assists academics in creating a learning outcomes framework.

Module: Digital Curriculum Transformation Design Sprints

Number of Students: 52

College & School: Institutional

Chats/ Interactions: 50+

Date Developed: 04 March 2024

Click below to test GPT

ChatGPT - ILD Learning Outcomes Guide

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Title: Reflective Tutor

Description: Facilitates student reflection on lectures and tutorials.

Module: Critical Social Justice

Number of Students: 3560

College & School: Institutional

Chats/ Interactions: 1000+

Date Developed: 20 July 2024

ChatGPT - Reflective Tutor

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