The Role of Generative Artificial Intelligence in Shaping Critical Thinking Skills Among Undergraduates

Abstract

This study aims to explore the influence of generative artificial intelligence (AI) tool, namely ChatGPT, on the development of undergraduate students' critical thinking skills. Although existing literature has a tendency to discuss either the ethical concerns or performance-based implications of AI integration in learning to a large extent, a significant knowledge gap in the literature pertains to how generative AI affects students' cognitive engagement and critical thinking processes. This research bridges that gap by analysing whether AI is a facilitating learning tool or promotes overreliance and superficial thinking. This offers new insights by positioning AI not merely as a technological tool but as a cognitive partner that is capable of reshaping traditional learning tendencies. This study applied a qualitative design and semi-structured interviews to gain an in-depth understanding of how Faculty of Management Studies, University of Jaffna undergraduate students of 2nd to 4th year make use of generative AI tool of ChatGPT, in academic work. Purposive sampling was utilized to choose 25 participants representing 2nd to 4th year. The interviews were conducted to discover more about the opinions, experiences, and attitudes of students on the use of AI tools in learning tasks, with an emphasis on the effects on critical thinking. In an attempt to identify and investigate data patterns, thematic analysis was utilized, which enabled a thorough comprehension of the effects of AI use on learning habits, critical thinking, and cognitive engagement. The study identified three main themes. First, all year groups demonstrated AI as a supportive learning tool. 4th year students utilized AI for more complicated activities like case study analysis, creative Innovative idea generation, while other students used it to develop ideas, do the assignments, and clarify concepts. Second, Emerging Dependency revealed that a large number of students, especially those in their second and third years, substantially depended on AI to complete assignments and prepare for tests, raising concerns about the potential decline of autonomous thought. Lastly, Context Dependent Value showed that the influence of AI differed depending on the task and the year of study, with second year students mostly using it for Basic tasks and more experienced students using it for higher order tasks. Students' critical engagement with AI-generated information was also influenced by their level of digital literacy. The study is limited to a single institutional setting and depends on self-reported perceptions, which could be biased. For a more comprehensive understanding, future studies should examine longitudinal effects and incorporate instructors’ viewpoints. For educators, curriculum developers, and legislators hoping to responsibly incorporate AI tools into higher education, this study provides pertinent insights. It highlights the necessity of ethical standards and training in digital literacy to make sure AI strengthens rather than weakens students' capacity for critical thought