EFFECT OF ARTIFICIAL INTELLIGENCE (AI) TOOLS ON STUDENTS' CRITICAL THINKING SKILLS AND CONTENT COMPETENCE

Abstract

This study explored the effect of artificial intelligence (AI) tools on students’ critical thinking skills and content competence at the university level. Data were collected using a quantitative descriptive survey design from (N=216) undergraduate students of three public sector universities of Faisalabad, Pakistan. A research questionnaire scale, the Artificial Intelligence, Critical Thinking, and Content Competence Scale (AISCTCCS) with (α=.89) was used. To assess the use of AI tools and critical thinking skills, the Cognitive Skill questionnaire was used. Specifically, the results indicated that there was a negative correlation (r = -0.362, p < 0.01) between the use of AI tools and critical thinking skills. On the other hand, regression analysis found that students' pre-existing critical thinking skills were a significant positive predictor of their engagement with AI tools (β = 0.396, p < 0.001). Significant differences emerged between female and male students with respect to their perception of AI use and content competence (mean differences, female higher). Still, there was no effect for departmental affiliation or university type on critical thinking outcomes. In the study, we present AI tools as a double-edged sword; unguided employment use may hamper critical thinking, whilst pedagogically integrated deployment can advance special cognitive skills. These relate to embedding AI literacy in the curricula; training educators in designing tasks which test that students can reflect effectively on what they are able to do (that is: on how well they have mastered specified learning objectives), and around creating ethical frameworks for the integrated and productive use of generative systems.