Student Perception on the Impact of Artificial Intelligence on the Development of Critical Thinking

Abstract

This research aimed to analyze the perceptions of Psychology undergraduate students at Universidad Francisco Gavidia regarding the impact of artificial intelligence (AI) —specifically ChatGPT— on the development of their critical thinking skills. Using a qualitative and phenomenological approach, semi-structured interviews were conducted with active students who had already used this tool as part of their academic activities. The results reveal an ambivalent perspective: while many students acknowledge ChatGPT’s usefulness for organizing ideas, writing texts, and quickly accessing information, they also express concerns about the potential loss of intellectual autonomy, decreased long-term memory, and excessive delegation of critical judgment. Tensions were identified between using the tool as a support and using it as a substitute for one’s own analytical reasoning. Moreover, the study found evidence of an emerging form of critical literacy, in which students implement strategies to verify the accuracy of AI-generated responses. The study concludes that the use of this technology in education should be guided by a critical pedagogy that promotes reflection, self-regulation, and informed decision-making. It proposes strengthening the teacher’s role as a facilitator of autonomous thinking, thereby avoiding technological dependency. This research contributes valuable insights for rethinking the responsible use of AI in higher education, especially in disciplines that demand ethical and complex reasoning, such as Psychology.