The rise of artificial intelligence (AI) in educational contexts has triggered innovative approaches to teaching and learning, particularly in writing courses. This paper examines the impact of integrating an AI-enhanced pedagogy in the Technical Writing and Professional Communication course on students' performance and skills acquisition. The pedagogy integrates Generative AI tools, particularly ChatGPT, as a central component of classroom activities, allowing sophomore students, with varying levels of experience in technical writing and familiarity with AI tools, to engage with the technology while receiving guidance and immediate feedback from the professor. A multi-method approach was employed to collect data, primarily through classroom observations, writing samples, and semi-structured interviews. The data analysis assessed metrics such as improvement patterns in student writing, skills acquired, engagement levels, and peer collaboration. It focused on aspects such as developing critical thinking skills, enhancing logical reasoning, increasing engagement, and improving writing proficiency. The findings suggest that AI-enhanced pedagogy can significantly enhance student technical writing skills and writing proficiency and foster critical thinking and logical reasoning, as students not only learn to identify and overcome common writing challenges usually faced in writing such as grammar, coherence, and clarity but also assess and improve AI-generated content, overcoming challenges related to biases, redundancies, and credibility.

Keywords: AI-enhanced pedagogy, ChatGPT, technical writing, critical thinking, collaboration, Higher Education.