Search Results for cognitive-achievement

Abstract

The increasing proliferation of artificial intelligence tools in the university environment has led to noticeable changes in learning approaches and the completion of academic tasks, raising debate about their impact on the development of students’ critical and creative thinking skills. While some argue that these tools enhance knowledge production, others contend that they may reduce cognitive effort and independent analytical thinking. This study adopts a descriptive-analytical approach through a questionnaire administered to a random sample of university students from various academic disciplines. The aim is to measure the level of use of artificial intelligence tools and examine the nature of their impact on critical and creative thinking skills, including analysis, inference, problem-solving, and brainstorming. The study also seeks to answer a set of research questions related to the extent of students’ use of AI tools, their contribution to improving higher-order thinking skills, and the presence of statistically significant differences based on selected demographic and academic variables. The findings are expected to contribute to developing a scientific perspective on how artificial intelligence tools can be effectively and responsibly integrated into higher education in a balanced manner that enhances students’ thinking skills without negatively affecting their cognitive independence. Moreover, the results may assist policymakers and universities in designing educational policies that promote the conscious and responsible use of artificial intelligence technologies in the learning process.