This paper presents a new educational framework for integrating generative artificial intelligence (GenAI) platforms such as ChatGPT, Claude, and Gemini into laboratory activities aimed at developing critical thinking and digital literacy among undergraduate students. Recognizing the limitations and risks of uncritical reliance on large language models (LLMs), the proposed pedagogical model reframes GenAI as a research subject and cognitive tool. Students formulate discipline-specific prompts and evaluate GenAI-generated responses in text, image, and video modalities. A pilot implementation in a general astronomy course for non-science majors demonstrated high levels of engagement and critical reflection, with many students continuing the activity after class and presenting results at a research symposium. The results highlight the importance of structured AI interactions in education and suggest that GenAI can improve learning outcomes when combined with reflective assessment methods. The study proposes a replicable model for interdisciplinary AI-integrated lab work, adaptable to scientific disciplines. See the guide to learning activities based on Generative-Ai platforms: https://doi.org/10.5281/zenodo.15555802
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Stories and Systems: Educational Interactive Storytelling to Teach Media Literacy and Systemic Thinking
HKU University of the Arts Utrecht（乌得勒支艺术大学）；J.E. Cairnes School of Business & Economics, University of Galway（高威大学J.E.凯恩斯商学院与经济系）；School of Computer Science and Statistics, Trinity College Dublin, The University of Dublin（都柏林三一学院计算机科学和统计学院）
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Hong Kong University of Science and Technology（香港科技大学）；HKUST Library（香港科技大学图书馆）
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Simon Fraser University（西蒙菲莎大学）；University of Auckland（奥克兰大学）；University of Illinois（伊利诺伊大学）；Abilene Christian University（阿比林基督教大学）；Aalto University（阿尔托大学）；Temple University（天普大学）
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College of Education（教育学院）；College of Hospitality and Tourism（旅游与 hospitality 学院）；Pampanga State University（帕玛潘加州立大学）；College of Education Management（教育管理学院）；College of Computing Studies（计算机科学学院）
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Hector Research Institute, University of Tübingen（蒂宾根大学赫克托研究所）；Department of Psychology, University of California Berkeley（加州大学伯克利分校心理学系）；Inria Research center, University of Bordeaux（波尔多大学法国国家信息与自动化研究所研究中心）
Designing the virtual CAT: A digital tool for algorithmic thinking assessment in compulsory education
Università della Svizzera italiana (USI), Dalle Molle Institute for Artificial Intelligence (IDSIA)（瑞士联邦理工学院（USI）、Dalle Molle人工智能研究所（IDSIA））；University of Applied Sciences and Arts of Southern Switzerland (SUPSI), Department of Education and Learning (DFA)（瑞士南部应用科学与艺术大学（SUPSI）、教育与学习系）
