> Learning to Ask Better Questions in the AI Age

The Greatest Human Ability in the AI Age: Learning to Ask Better Questions

Walter Rodriguez, PhD, PE, CM, CEO, Adaptiva Corp

Executive & Adjunct Faculty at SGMI and Ave Maria University

Abstract

In an era shaped by rapid technological advancement and business uncertainty, the ability to ask meaningful questions may be the most vital skill for students and educators alike.

This short article explores the importance of cultivating inquiry in higher education, particularly in the age of artificial intelligence (AI).

Drawing on personal teaching experience and scholarly perspectives, the article argues that fostering better questioning skills can empower students to navigate complexity, think critically, and thrive in a world increasingly influenced by automation and data.

Learning to Ask Better Questions in the AI Age

Recently, during an online class discussion, a student asked me, “What’s the best way to prepare for a potential recession in these uncertain times?”

The question was not just about the lesson (operations or configuration management) but about fear, agency, and the desire for relevance in a rapidly changing world of supply chain management.

As a professor teaching in challenging times, I’ve realized that my students don’t just want answers.

They want skills & tools to shape their thinking!

This has led me to a simple but profound conclusion: in the age of AI, the most remarkable human ability is the ability to ask good questions.

If we don't change our teaching methodologies, the traditional classroom model, in which the educator serves as the primary source of knowledge, will become obsolete.

With AI systems capable of delivering instant answers, generating essays, solving equations, developing code, and analyzing data, students are no longer limited by access to data, information, and knowledge.

They lack—and desperately need—expert insights and guidance on thinking about that information, challenging it, and applying it meaningfully.

This is where the power of the question comes in.

The Role of Inquiry in Human Learning

Asking questions is at the heart of critical thinking.

Socrates understood this centuries ago when he used inquiry to lead students toward self-discovery and wisdom (Paul & Elder, 2007).

Today, the Socratic method remains one of the most effective pedagogical tools, not because it delivers answers, but because it develops the learner’s capacity to think deeply and independently.

In the AI age, the ability to generate and refine meaningful questions becomes a form of intellectual navigation.

While AI can provide answers, only humans can formulate the "right" questions—those that uncover assumptions, connect ideas, or reframe a problem (Graesser & Person, 1994).

This makes questioning not just a skill, but a uniquely human act of creativity and judgment.

AI, Automation, and the Shifting Role of Education

Artificial intelligence is transforming nearly every sector, including education.

Tools like ChatGPT, Khanmigo, and adaptive learning platforms, like Coursewell, reshape how students interact with knowledge.

While these technologies are impressive, they are not omniscient—they rely on the user’s prompts, assumptions, and direction.

This is why the human role remains central: AI amplifies the quality of inquiry but cannot originate it with intent or purpose (Floridi, 2019).

Educators and learners may feel pressure to “deliver” content efficiently.

But our more profound responsibility is to teach students how to think, not just what to know. Encouraging students to ask better questions is how we prepare them for exams and a future where adaptability and discernment are essential.

Practical Strategies for Cultivating Better Questioners

> Model Questioning in the Classroom: Start each class with an open-ended question. Demonstrate how to unpack a concept through inquiry. Show that not all questions have easy answers, and that this is a feature, not a flaw.

> Create Space for Student-Generated Questions: Dedicate time each week for students to generate and refine their own questions about course content, real-world applications, or future uncertainties. Let them lead discussions based on these questions.

> Assess Questions, Not Just Answers: Consider including students’ questions in their evaluations—rewarding curiosity, complexity, and the courage to ask. This shifts the classroom culture toward exploration rather than rote performance.

> Use AI Tools as Question Partners: Teach students to use AI not just for answers, but to test hypotheses and generate better inquiries. This gives them experience in iterative, dialogic thinking—an essential 21st-century skill.

Conclusion

In uncertain times, our learners are looking for more than knowledge—they're looking for meaning, direction, and the tools to shape their future.

By helping them become better questioners, we give them something no AI can replicate: the human power to wonder, explore, and lead.

As educators, our greatest gift to students may not be the answers we provide, but the questions we inspire them to ask.

References

Floridi, L. (2019). *The logic of information: A theory of philosophy as conceptual design*. Oxford University Press.

Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. *American Educational Research Journal, 31*(1), 104–137. https://doi.org/10.3102/00028312031001104

Paul, R., & Elder, L. (2007). *The miniature guide to the art of asking essential questions*. Foundation for Critical Thinking.

Appendix: Discuss

What specific strategies can educators implement to cultivate better questioning skills in students?

How can students effectively apply the art of questioning in real-world situations influenced by AI and automation?

What role will the evolution of AI tools play in shaping future educational methodologies beyond simply delivering content?