ARTIFICIAL INTELLIGENCE–SUPPORTED LITERARY INSTRUCTION AND HIGHER-ORDER CRITICAL THINKING SKILLS AMONG UNIVERSITY STUDENTS: THE MODERATING ROLE OF SELF-REGULATED LEARNING IN PAKISTAN

Abstract

This study investigates the impact of Artificial Intelligence–supported literary instruction (AI-LI) on higher-order critical thinking skills (HCTS) among university students in Pakistan, with a focus on the moderating role of self-regulated learning (SRL). A quantitative, cross-sectional survey was conducted with 320 undergraduate and postgraduate students using a structured questionnaire. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess reliability, validity, and hypothesized relationships. Results indicate that AI-LI significantly enhances HCTS, and SRL not only directly predicts critical thinking but also strengthens the positive effect of AI-LI on HCTS. Additionally, AI-LI positively influences students’ self-regulatory behaviors, highlighting the reciprocal relationship between technology use and learner autonomy. The study underscores the importance of integrating AI tools with SRL strategies in literary pedagogy to foster deeper cognitive engagement. Implications for educators, policymakers, and future research directions are discussed.