EFFECTS OF ARTIFICIAL INTELLIGENCE (AI) ON STUDENTS' CRITICAL THINKING TOWARDS ACADEMIC ACHIEVEMENT IN MODIBBO ADAMA UNIVERSITY YOLA (MAU)

Abstract

Artificial Intelligence (AI) is rapidly redesigning higher education by changing how students access, process, and produce academic knowledge. Students increasingly rely on AI-powered tools to generate ideas, assist in writing, and solve complex academic tasks. While these technologies offer increased efficiency, expanded access to information and knowledge, they also raise significant concerns regarding their effects for students’ cognitive and long-term intellectual development, particularly critical thinking. This study aims to explore the effects of AI on students' critical thinking towards academic achievement within higher education contexts. The study adopts a qualitative research design within a phenomenology paradigm to explore students’ experiences and perceptions as regards AI use. Data were collected through semi-structured interviews with the University students selected through convenience sampling techniques. The data were analysed using thematic analysis supported by NVivo software, enabling systematic coding and identification of patterns across participants’ experiences. The findings revealed a dual-pathway effect: On one hand, AI functions as a cognitive scaffold that enhances understanding, supports idea generation, and improves academic performance. On the other hand, it acts as a cognitive substitute that reduces analytical engagement, encourages and promotes superficial learning, and fosters dependency. It further highlights the need to reconceptualise information literacy competencies to include AI literacy skills support services in determining how students engage with AI technologies in academic environments. Suggestions are provided for educators, academic libraries, and policy makers seeking to support and integrate AI responsibly while preserving critical thinking as a core learning outcome.