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Nurse educators and researchers, standing at the intersection of tradition, technology, and GenAI, seek to explore novel approaches that enable higher-order thinking. In the context of the nursing profession, philosophical thinking and person-centred care extend beyond mere acceptance of knowledge. The nature of thinking about personhood and being empathetic requires continuous questioning, awareness, and reflection. To develop higher-order thinking while using GenAI, the scoping reviews revealed a solution: embedding GenAI in pedagogical frameworks to provide reflective responses, guiding interpretation, justification, and reasoning—crucial elements of higher-order thinking. Emerging evidence suggests pairing GenAI with Socratic questioning, an ancient pedagogy originating from the dialogues between the Greek philosopher Socrates and his students. This editorial serves to shed light on this novel learning approach in nursing education, discussing its relevance, rewards, and challenges.

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