A conceptual framework of AI tools as a cognitive tool in higher education

Abstract

The rapid adoption of artificial intelligence (AI) technologies in higher education has attracted growing academic interest. At the same time, it has raised concerns among teachers. While existing research largely emphasizes technological efficiency or academic integrity risks, fewer studies address how AI can be pedagogically integrated to support learning without undermining students’ cognitive engagement.  The study synthesizes peer-reviewed literature in the areas of AI-supported learning, educational technology, and higher education using an analytical and theoretical research design. This study develops a pedagogical framework that conceptualizes AI as a cognitive tool rather than a substitute for human thinking. The proposed framework conceptualises the AI tool as a cognitive tool operating through three connected functions in pedagogy: scaffolding, cognitive support, and reflection.   These roles are integrated into a logical framework based on constructivist and sociocultural learning theories. By providing a logical and practically useful model for ethical AI integration in higher education, the study enhances AI-enhanced teaching.