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How instructional design shapes higher-order thinking among higher education students in generative artificial intelligence-supported teaching contexts

Crossref DOI link: https://doi.org/10.1038/s41598-026-66335-1

Published Online: 2026-08-08

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Chen, Yujia

Wang, Jinling
Funding

Funding for this research was provided by:

The Provincial Quality Engineering Project of Anhui Province (2024zygzts041)

The 2025 Anhui Provincial New Era Education Quality Engineering Project (2025zyxwjxaIK001)
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Text and Data Mining valid from 2026-08-08

Version of Record valid from 2026-10-05
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Article History

Received: 2 May 2026

Accepted: 6 August 2026

First Online: 8 August 2026

Declarations

Competing interests: The authors declare no competing interests.

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