IntroductionArtificial intelligence (AI) is increasingly embedded in blended learning (BL) environments, yet its integration frequently emphasizes efficiency and performance outcomes rather than the systematic cultivation of higher-order cognition. Addressing this gap, the present study employs a discrepancy-based needs analysis to investigate how critical thinking skills (CTS) can be deliberately aligned with AI affordances in blended reading among Chinese undergraduates.MethodsDrawing on quali