《Thinking Skills and Creativity》 2026年第62卷

Peer feedback plays a key role in fostering students’critical thinking in higher education, yet its effectiveness is often limited by feedback quality. This study introduces a Generative Artificial Intelligence (GenAI)-supported peer feedback approach to enhance preservice teachers’(PSTs) learning outcomes and critical thinking. A quasi-experimental design was conducted with 199 PSTs in an online peer assessment task. Results show that the GenAI-supported approach significantly improved feedback quality, artifact revision, and PSTs’critical thinking. Further-more, the application of self-feedback moderated the relationship between GenAI-supported feedback and critical thinking. These findings highlight the potential of GenAI to enhance peer feedback and provide implications for integrating GenAI into teacher education.