The Integration of Artificial Intelligence into Secondary School English Curricula: Implications and Challenges for the Development of Critical Thinking Skills

Abstract

This article explores the integration of Artificial Intelligence (AI) tools in secondary school English language instruction, with a specific focus on how such technologies affect the development of students' critical thinking skills. Drawing on recent educational trends in Kazakhstan and internationally, the paper analyzes both the pedagogical opportunities and the challenges posed by AI in fostering independent analysis, interpretation, and reflective thinking in the English classroom. The article concludes with recommendations for curriculum design, teacher training, and ethical use of AI to ensure that critical thinking remains central to language education.