The United Nations Educational, Scientific and Cultural Organization remarks the potential of artificial intelligence (AI) to develop innovative teaching and learning processes. In this regard, it is recommended that we focus on learning with AI, learning about AI, and preparing students for AI. In a previous project, our agricultural engineering students solved a problem and compared their solution with one generated by AI, thereby strengthening their critical thinking skills (G15). The aim of this project was to contribute to AI in this way. To achieve this, we developed a flipped classroom methodology and asked a generative AI to solve a problem. They then received tools to solve the problem through testing and reasoning. They then compared their results with those of the AI and generated a paragraph to improve the solution to the problem. Additionally, an e-rubric was used to align the evaluation with the competencies that students need to acquire. This project innovates in three teaching and learning areas: a) the flipped classroom methodology, b) using AI technology to develop critical thinking skills, and c) using an e-rubric for evaluation in line with the European Higher Education Area. However, the results show that, rather than competing with AI, students use AI unquestioningly and avoid critical thinking. It can be concluded that, despite the benefits of AI, its use in the teaching and learning process must be clearly defined, with appropriate tools designed to develop students' critical thinking. Furthermore, this project enabled teachers to identify students who used AI to avoid critical thinking.

Keywords: Competences, evaluation, critical thinking, e-rubrics, technology, education.