In a world in which everything is moved by artificial intelligence (AI), the development of critical thinking skills cannot be conceived without the use, if not the help, of AI. The term ‘postdigital citizenship’ describes the complexities of living and learning in societies in which the digital, non-digital, human, and non-human necessarily blend. In these same societies, argumentation, the core of democratic deliberation competencies, has acquired a new meaning, one that goes beyond the use of information as evidence to support one’s ideas and actions: critically analyzing and selecting information has become a core skill in the fight against post-truth and fake news. Recognizing what is true and what is not, what is a valid source of information and what instead is an “alternative fact”, has given place to a new set of critical thinking skills, now more necessary than before, to analyze the several social, political, economic, and technological views of reality. The purpose of this chapter is to demonstrate that educators are not alone in their efforts to critically analyze the new, postdigital reality of which AI is often part and that AI can be an important assistant in this process. To fulfil this purpose, I will first give some definitions of the terms ‘postdigital’, ‘artificial intelligence’, ‘citizenship’, ‘argumentation’, and ‘critical literacy’, to then propose a conceptual framework for defining AI as a postdigital agent who may be in close collaboration with human citizens in their (re)definition of argumentation skills and deliberative processes. I will then present examples of AI-supported technologies that can be used as educational tools aiming at the promotion of critical thinking skills. I will conclude with some limitations and suggestions for future work, from an AI-in-education integrative perspective.