Keith J. Watts
The rapid integration of Generative Artificial Intelligence in higher education challenges social work as student adoption outpaces pedagogical guidance. This paper argues that the unguided use of AI fosters cognitive debt: a cumulative deficit in critical thinking, ethical reasoning, and professional judgment that arises from offloading cognitive tasks. To counter this risk, a pedagogical model is proposed, synthesizing experiential learning, andragogy, and critical pedagogies. The framework reframes AI from a passive information tool into an active object of critical inquiry. Through structured assignments across micro, mezzo, and macro practice, the model guides students through cycles of concrete experience with AI, reflective observation of its biases, abstract conceptualization of ethical principles, and active experimentation with responsible professional use. Aligned with professional ethical standards, the model aims to prepare future social workers to scrutinize and shape AI as a tool for social justice. The paper concludes with implications for faculty development, institutional policy, accreditation, and a forward-looking research agenda.