Exploring the Relationship Between Generative Artificial Intelligence Usage and the Development of University Students’ Critical Thinking in Higher Education

Abstract

The increasingly widespread use of generative artificial intelligence (GenAI) in higher education has raised concerns about its influence on the development of students' critical thinking. This study aims to analyze the relationship between the intensity of GenAI use and changes in students' critical thinking skills. The study used a quantitative approach with a longitudinal correlational design on 186 students from three universities. Data was collected through GenAI usage questionnaires and critical thinking tests at the beginning and end of the semester. The analysis was performed using descriptive statistics, paired t-tests, Pearson correlation, and linear regression. The results showed an increase in critical thinking scores from 68.4 to 74.9, as well as a moderate positive relationship between the use of reflective GenAI and critical thinking development (r=0.46; p<0.001). The findings confirm the importance of the integration of directed, reflective, and evaluation-based GenAI in learning to improve the quality of higher education