Evaluation of Generative AI Use to Foster Critical Thinking in Higher Education

• Luis Magdiel Oliva-Córdova ^[1] ; Inés Álvarez-Icaza ^[1] ; Carlos Enrique George-Reyes ^[1]
  1. [1] Instituto Tecnológico y de Estudios Superiores de Monterrey

     Instituto Tecnológico y de Estudios Superiores de Monterrey

     México

     
• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 20, Vol. 1, 2025, págs. 237-243
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Critical thinking is a key competency in higher education, particularly in digital environments that demand analysis, judgment, and informed decision-making. Generative Artificial Intelligence (GenAI) represents an emerging opportunity to enhance complex cognitive skills in educational settings. A quasi-experimental research design with a mixed-methods approach was employed and applied to a sample of university students aiming to address the research question: What is the impact of using GenAI tools on the development of critical thinking in university students? The educational intervention consisted of structured workshops that incorporated GenAI tools into activities aimed at developing six dimensions of critical thinking: remembering, understanding, applying, analyzing, evaluating, and creating. Results showed significant improvements in applying (p =.002), analyzing (p =.0008), and evaluating (p =.003), all associated with higher-order thinking skills. Three dimensions -remembering, understanding, and creating- showed statistically significant changes. However, students’ perception showed a notable increase in the value of GenAI use. Additionally, participants highlighted the usefulness of GenAI for generating ideas, decision making, and promoting deeper reflections. The study concludes that the intentional integration of GenAI technologies, when aligned with clear educational goals, can produce a meaningful and positive impact on the development of critical thinking in university contexts. These findings offer empirical support for designing innovative, ethically grounded learning experiences that incorporate GenAI to strengthen cognitive development in higher education.