Artificial Intelligence and the Decline of Critical Thinking: A Hidden Academic Crisis in Contemporary Education Systems
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study investigated the impact of Artificial Intelligence (AI) on students’ critical thinking, cognitive engagement, and strategies for balancing AI integration in contemporary education systems. A quantitative research design was employed, with a sample of 230 undergraduate and graduate students selected through convenience sampling from diverse academic disciplines. Data were collected using a structured questionnaire and analyzed using descriptive statistics, correlation analysis, multiple regression, and ANOVA tests. These findings showed that there was strong negative correlation between AI use and critical thinking (r = -0.482, p < 0.01), which suggests that overuse of AI tools can reduce critical thinking and reflective thinking. A further analysis of the results using multiple regression analysis showed that the use of AI had a negative effect on the engagement (b = -0.401, p < 0.001), whereas independent learning had a positive effect on engagement (b = 0.332, p < 0.001). The outcomes of the ANOVA analysis revealed that the strategies with the combination of AI and the active learning, inquiry-based, and problem-solving techniques were found to be much more effective at promoting the critical thinking process compared to the purely automated ones (F = 34.12, p < 0.001). The results highlight the dual nature of AI in the educational field: when applied in a strategic way, AI may improve the efficiency of learning, yet unregulated application is likely to impair the cognitive abilities of a higher level. The research indicates that teachers and policy makers should use AI in a responsible manner, facilitate self-directed learning, and introduce pedagogical approaches that would encourage cognitive processing and critical thinking.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7150201677