The role of artificial intelligence in developing critical thinking in higher education students: A systematic review
-
Guadalupe Martínez Chacón
[1]
;
Salvador Aljazairi López
[1]
;
María Luz Diago-Egaña
[1]
;
Asier Jayo Andrés
[1]
-
[1] Universidad Internacional de La Rioja
Universidad Internacional de La Rioja
Logroño, España
-
- Localización: ReiDoCrea: Revista electrónica de investigación y docencia creativa, ISSN-e 2254-5883, Vol. 15, 2026, págs. 368-390
- Idioma: inglés
- Enlaces
-
Resumen
The rapid advancement of digital technologies has led to a profound global transformation, reshaping how societies learn, communicate, and produce knowledge. Within this context, artificial intelligence (AI) is increasingly influencing higher education, emerging as both a strategic and practical tool for innovation. This study examines how AI integration affects students’ critical thinking. A systematic review of academic literature was conducted, including original articles published in English between 2020 and October 2024. Sources were collected from Web of Science, ProQuest, and Dialnet databases. The initial search identified 341 articles, of which 41 were selected after screening for detailed analysis. Findings reveal that AI integration in higher education generally enhances critical thinking skills, especially when tools are used for text generation, problem-solving, feedback analysis, and information verification. However, the review also emphasizes the importance of cautious implementation, as AI may influence reasoning processes, foster dependency, or introduce inaccuracies if not properly managed. Overall, the evidence suggests that a deliberate and informed use of AI can effectively support the development of critical thinking skills, while also requiring educators to address potential risks associated with its use.
