Enabling Critical Thinking in Industrial Companies in the Age of AI: Identifying Measures for Course Methods in Techno-Economics Teaching

Critical thinking (CT) is widely acknowledged as an essential cognitive ability for addressing technological and economic issues in today's industrialized nations. Yet, research indicates that CT abilities are frequently underdeveloped in higher education, a situation potentially exacerbated by the growing reliance on generative AI in cognitively demanding activities. While CT has received substantial attention in engineering education, prior studies have predominantly emphasized technical domains, overlooking the intersection of engineering and economic perspectives, namely techno-economics. This research examines the present landscape of CT studies in industrial settings and derives recommendations for academia and business. A systematic literature review using the Scopus database is performed, complemented by qualitative content analysis. Findings reveal that CT is chiefly promoted via case-based instruction and design thinking, project-oriented learning, and work-integrated education. Nonetheless, the range of methods highlights disparities, leaving room for underexplored strategies such as interdisciplinary innovation programs, mentoring frameworks, or VR-driven simulations.