As generative artificial intelligence (AI) increasingly automates content creation across disciplines, traditional output-focused assessment methods are becoming increasingly obsolete. This paper argues that the design critique - a cornerstone of process-centric pedagogy in creative fields - must evolve from a discipline-specific methodology to a universal instructional approach across all fields of study. While existing literature has explored the integration of AI in education primarily through the lens of tool adoption and technical literacy, this research proposes a fundamental shift in pedagogical philosophy that positions the iterative, process-focused nature of design critiques as the primary mechanism for maintaining meaningful human agency in learning.

The paper builds upon established research on process-centric pedagogy in design education but extends these principles to demonstrate their crucial relevance across disciplines in an AI-enhanced educational landscape. Drawing from both theoretical frameworks and empirical observations, the analysis illustrates how the design critique's emphasis on iterative development, metacognitive reflection, and collaborative dialogue provides a robust framework for addressing three critical challenges in AI-era education: maintaining academic integrity, fostering genuine learning engagement, and developing higher-order thinking skills that remain uniquely human.

Central to this argument is the observation that as AI tools become increasingly sophisticated at generating polished final outputs, the educational value necessarily shifts from what students produce to how they think through their creative and analytical processes. The design critique methodology, with its focus on articulating decision-making processes, defending creative choices, and engaging in peer feedback, offers a structured approach to making this thinking visible and assessable. This paper presents a comprehensive framework for adapting design critique principles across diverse academic contexts, from humanities to STEM fields, providing specific strategies for implementation while acknowledging discipline-specific considerations.

The research also addresses practical challenges in scaling this pedagogical approach, including faculty development needs, assessment modifications, and institutional policy adaptations. Through case studies drawn from various disciplines, the paper demonstrates how design critique methodologies can be effectively adapted while preserving their core emphasis on process visibility and iterative development. The analysis concludes by proposing a standardized framework for implementing design critique-based pedagogy across disciplines, offering specific guidelines for different educational contexts while maintaining flexibility for discipline-specific adaptation.

Keywords: Design Critique, Process-Centric Pedagogy, Generative AI, Educational Innovation, Cross-disciplinary Implementation, Higher Education.