Abstract
<jats:p>The research aims to substantiate the necessity of developing a critical attitude toward the responses of generative artificial intelligence (GenAI) models in middle and high school students. In this study, a “critical attitude toward GenAI responses” is defined as a conscious position characterized by the recognition of AI’s imperfections and a readiness to verify and analyze its outputs to make informed decisions. Drawing on scientific literature, the article examines the impact of generative models on users’ critical thinking. Based on survey data from 7th-, 9th-, and 11th-grade students, the study analyzes the level of trust modern teenagers place in the results of generative neural networks and its correlation with the frequency of their critical evaluation of GenAI responses. The scientific novelty of the study lies in the theoretical substantiation and development of approaches to fostering students’ critical attitudes toward generative AI outputs. As a result, the importance of developing a critical mindset toward AI-generated information among secondary school students is highlighted. To this end, the study formulates task-based, practice-oriented, knowledge-based, organizational, value-motivational, and comprehensive approaches and proposes various types of assignments within the task-based and practice-oriented frameworks.</jats:p>