EFFECTS OF ARTIFICIAL INTELLIGENCE UTILIZATION ON STUDENTS’ COGNITIVE DEVELOPMENT AND CRITICAL THINKING DISPOSITIONS AT SECONDARY AND HIGHER EDUCATION LEVELS

Abstract

This study examined the effects of artificial intelligence (AI) utilization on students’ cognitive development and critical thinking dispositions at secondary and higher education levels. The study was guided by four objectives: (i) to assess the extent of students’ reliance on AI tools for academic purposes; (ii) to evaluate the perceived impact of AI usage on students’ cognitive development; (iii) to investigate the influence of AI utilization on critical thinking skills; and (iv) to identify the challenges associated with excessive dependence on AI in educational contexts.

A descriptive survey research design was employed, and data were collected from a sample of N = 320 students selected through stratified random sampling from secondary schools and universities. A structured five-point Likert scale questionnaire was developed to measure AI usage, cognitive engagement, and critical thinking dispositions. The reliability of the instrument was established through Cronbach’s Alpha (α = 0.87). Data were analyzed using mean (M), standard deviation (SD), frequency, and percentage. In relation to the first objective, the findings indicated that a majority of students (68%) frequently relied on AI tools for completing academic tasks. Regarding the second objective, students’ cognitive development was negatively affected, as reflected by a high mean score for reduced independent thinking (M = 3.89, SD = 0.76). Concerning the third objective, critical thinking engagement was found to decline, with a notable mean value (M = 3.72, SD = 0.81) indicating reduced analytical involvement. With respect to the fourth objective, 61% of respondents reported increased cognitive dependency and decreased problem-solving effort due to excessive AI usage. However, a moderate improvement in task efficiency was also observed (M = 3.45, SD = 0.69). The discussion highlighted that while AI tools served as facilitators of efficiency and convenience; their unregulated use contributed to cognitive passivity and diminished higher-order thinking skills, aligning with contemporary concerns in educational research regarding technology overdependence. The study concluded that excessive reliance on AI tools undermined students’ cognitive development and critical thinking capacities despite offering certain functional benefits. It was inferred that AI integration in education required careful pedagogical structuring to prevent intellectual dependency. It was recommended that educators should implement instructional strategies that emphasize inquiry-based learning, critical analysis, and independent problem-solving. Additionally, institutions were advised to establish guidelines for ethical and balanced AI usage, while curriculum designers were encouraged to integrate AI as a supportive tool rather than a substitute for cognitive engagement.