Abstract: The integration of critical thinking into English as a Foreign Language (EFL) reading instruction represents a profound pedagogical shift, requiring learners to move beyond literal comprehension toward deep textual analysis. Simultaneously, the rapid emergence of generative artificial intelligence provides novel avenues for scaffolding these advanced cognitive skills. However, the successful deployment of such technologies depends heavily on teacher cognition—specifically, how educators perceive, evaluate, and integrate AI tools to foster critical analysis rather than superficial reading. This paper explores the intersection of teacher beliefs, EFL reading practices, and AI-supported critical thinking paradigms. By proposing a structured methodological framework, we aim to align educators' pedagogical strategies with the capabilities of generative AI, ensuring that learners actively perform critical thinking rather than merely demonstrating it through AI-generated outputs. Keywords: critical thinking, requiring learners, generative artificial intelligence, advanced cognitive skills, AI-generated outputs. Title: Teacher Cognition and Practices Regarding Critical Thinking Integration in EFL Reading Classes: An AI-Augmented Perspective Author: Ahmed A. Hamza International Journal of Novel Research in Humanity and Social Sciences ISSN 2394-9694 Vol. 13, Issue 3, May 2026 - June 2026 Page No: 13-16 Novelty Journals Website: www.noveltyjournals.com Published Date: 02-June-2026 DOI: https://doi.org/10.5281/zenodo.20509289 Paper Download Link (Source) https://www.noveltyjournals.com/upload/paper/Teacher%20Cognition%20and%20Practices%20Regarding-02062026-4.pdf