abstract
- The emergence of Large Language Models (LLMs) has disrupted traditional educational strategies, presenting both challenges and opportunities for instructors. This exploratory study presents a pedagogical intervention where 1st-year university students engage in 'teaching' LLMs to solve a physics problem, thereby reinforcing their conceptual understanding through the inherent cognitive benefits of teaching, capitalizing on the models' limitations to foster critical thinking and problem-solving skills, and promoting ethical use of AI in education. Post-activity feedback reveals students' nuanced perspectives on the role of AI in learning, offering insights for integrating these tools constructively into the classroom. © 2025 IEEE.