The use of ai tools in strengthening critical thinking: a perspective from university didactic management
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Abstract
Introduction. The incorporation of Artificial Intelligence (AI) tools into higher education has transformed various academic practices, creating opportunities to facilitate learning while also raising questions regarding their relationship with the development of critical thinking and cognitive autonomy. Objective. To determine the relationship between the use of AI tools and critical thinking among university students from the institutions and during the period defined for the study. Methodology. A non-experimental, cross-sectional study was conducted using a quantitative approach with a descriptive-correlational scope. The sample consisted of 150 university students selected through purposive non-probability sampling. Data were collected using a structured questionnaire with a Likert scale. The information obtained was analyzed using descriptive statistics, the Shapiro-Wilk normality test, and Spearman's Rho correlation coefficient, considering a significance level of 0.05. Results. The results showed frequent use of AI tools. The dimensions of critical thinking presented elevated levels, including analytical ability (M=3.81), information evaluation (M=3.82), argumentation (M=3.82), and cognitive autonomy (M=3.77). The overall correlation between AI use and critical thinking was very weak and negative and was not statistically significant (ρ=−0.060; p=0.466). Conclusion. No, statistically significant relationship was observed between overall use of AI tools and critical thinking. However, the findings indicate that forms of AI use related to information verification, comparison, evaluation, and questioning are positively associated with different dimensions of critical thinking. General Study Area: Education. Specific Study Area: Artificial Intelligence. Type of Study: Original Research Articles.
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