The field of educational technology is witnessing a significant shift towards the integration of Generative AI (GAI) tools in learning environments. Researchers are exploring the potential of GAI to enhance critical thinking skills among students, particularly in the context of academic writing and literature reviews. A key challenge in this area is ensuring that students develop the ability to critically evaluate GAI-generated content, rather than simply relying on it as a tool for completing assignments. To address this, educators are investigating the design of learning activities that require students to analyze, critique, and revise AI-generated solutions. Furthermore, there is a growing interest in developing new types of AI tools that deliberately require more effort to use, in order to deepen the learning experience and promote metacognition and reflection. Noteworthy papers in this area include: Pilot Study on Generative AI and Critical Thinking in Higher Education Classrooms, which lays the groundwork for more comprehensive studies on students' ability to engage critically with GAI content. Why it is worth making an effort with GenAI, which outlines the potential for designing new kinds of AI tools that require more effort to use and deepen the learning experience. Assessing prompting frameworks for enhancing literature reviews among university students using ChatGPT, which explores the use of prompting frameworks to improve students' output when using GenAI tools for academic writing tasks.