The Double-Edged Sword: A Cross-Sectional Study on the Perceived Impact of Generative AI on Students’ Critical Thinking Practices
Year: 2026
Type: conference-paper
Study design: Observational Study
Abstract: The rapid development of Generative Artificial Intelligence (GAI) has profoundly transformed learning practices in higher education. While generative AI tools such as ChatGPT offer benefits in supporting learning efficiency, problem-solving, and idea generation, concerns have emerged regarding their potential impact on students’ critical thinking practices. This study examines students’ perceptions of the impact of generative AI on critical thinking across multiple dimensions, including personal factors, educational experience, AI usage patterns, environmental influences, and perceived changes in critical thinking over time. A quantitative research approach was employed using a structured questionnaire administered to university students. Data were analyzed using SPSS software through Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and One-Way ANOVA. The findings reveal that students perceive generative AI as having both supportive and constraining effects on critical thinking, particularly depending on academic experience and patterns of use. These results highlight the dual role of generative AI in higher education and provide implications for responsible instructional integration.
Authors: Thi Thuy Duyen Nguyen, Luan Trong Nguyen
Institution: FPT University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7204593593