GENERATIVE ARTIFICIAL INTELLIGENCE TOOLS USAGE AND 21ST CENTURY SKILLS AMONG UNIVERSITY STUDENTS IN SINDH, PAKISTAN

Abstract

This study was conducted to explore the link between the use of Generative Artificial Intelligence (GenAI) tools and 21st century skills, namely problem-solving, creativity, and critical thinking skills of college students in Lahore, Sindh, Pakistan. The type of research design used was quantitative correlational research. Target population of the study were the undergraduate students of all public and private universities of Sindh. Simple random sampling was adopted in selecting a sample of students and valid responses were only analyzed. Information was gathered with a structured questionnaire featuring five points Likert scale; each construct had several items. The instrument assessed the use of GenAI tools, as well as critical thinking, creativity, and problem-solving abilities. Consistency or reliability of instrument was established by Cronbach’s alpha, while the value of Cronbach’s alpha obtained was 0.8 meaning that the instrument is in a good state. The statistical software and Pearson correlation were used for analysis of data and testing of hypotheses respectively. The results indicated moderate positive correlations among the use of GenAI tools and critical thinking skills and weak but significant positive correlations among GenAI tools usage and creativity and problem-solving abilities. The relationship between the GenAI tools and the 21st century skills of the students is shown to be meaningful and important but relationships did not have equal strengths. Generally, the use of GenAI tools for supporting students' learning to improve their critical engagement, creativity and problem-solving skills is recommended, not to take the place of students' independent thinking. One important finding from the study is that universities should disseminate "structured guidance" to students about using GenAI tools ethically and effectively in order to reap the educational benefits.