The emergence of generative AI tools like ChatGPT has sparked widespread interest and debate regarding their place in education. This presentation critically examines whether ChatGPT functions as a mindtool—facilitating deep learning and knowledge construction—or as an Electronic Performance Support System (EPSS), aiding in task completion without requiring significant cognitive engagement. Drawing on the educational theory of constructivism, this presentation explores ChatGPT’s impact on students' learning processes, self-efficacy, creativity and critical thinking skills.

The analysis will differentiate between mindtools, which promote active knowledge construction, and performance support systems, which prioritize efficiency over depth of learning. While ChatGPT’s ability to generate text and provide rapid responses offers undeniable performance benefits, it often bypasses key cognitive processes required for meaningful learning. The presentation will delve into the implications of such usage, focusing on the potential risks of over-reliance on AI-generated content, including diminished critical thinking and creativity among learners.

The discussion will conclude with educators' recommendations on balancing the advantages of using ChatGPT with strategies to foster deeper learning. I will argue that to ensure ChatGPT contributes to developing 21st-century skills, its integration in education must be coupled with pedagogical frameworks that prioritize active engagement and critical thinking.

This proposal aims to provide educators, researchers, and policymakers with insights into the pedagogical implications of ChatGPT and offer practical guidelines for harnessing its potential as both a performance tool and a cognitive enhancer.

Keywords: ChatGPT, generative AI, mindtool, EPSS, 21st century skills.