%0 Journal Article
%T Beyond Problem-Solving: The Future of Learning in an AI-Driven World
%A Lawrence R. Burns
%J Creative Education
%P 520-534
%@ 2151-4771
%D 2025
%I Scientific Research Publishing
%R 10.4236/ce.2025.164031
%X As generative AI becomes increasingly integrated into higher education, its influence is reshaping what it means to learn, teach, and think. This paper questions whether education should continue prioritizing problem-solving in an era where machines excel at it. Drawing from constructivist theory, Bloom’s Taxonomy, and the Cattell-Horn-Carroll model of intelligence, the paper proposes a shift from utilitarian models of learning to a framework that emphasizes conceptual agility, dialectical reasoning, and meaning-making. We explore how AI may alter cognitive development, risk passive knowledge acquisition, and deepen achievement gaps—while also offering opportunities for enhanced scaffolded learning. Ultimately, this paper argues for a human-centered, inquiry-based model of education that redefines learning beyond the mastery of problems toward the cultivation of imagination, ethical reasoning, and epistemic curiosity.
%K Generative AI
%K Higher Education
%K Deep Learning
%K Bloom&#8217
%K s Taxonomy
%K Fluid Intelligence
%K Epistemic Curiosity
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=142115