Helpful or harmful? generative AI dependence, self-reported critical thinking disposition, and self-perceived employability among business students

Abstract

Generative artificial intelligence (GenAI) is reshaping higher education by offering new forms of learning support while also raising concerns about over-reliance, reduced verification, and the weakening of independent cognitive engagement. Drawing on cognitive load theory, cognitive offloading, habit formation, and the augmentation–automation distinction, this study examines the associations between GenAI use, GenAI dependence, self-reported critical-thinking disposition, and self-perceived employability among undergraduate business students in Oman. Cross-sectional survey data from 412 students were analysed using partial least squares structural equation modelling, with covariance-based SEM used as a robustness check. The findings show that GenAI use is positively associated with GenAI dependence and self-perceived employability. Its positive association with self-reported critical-thinking disposition emerges in the adjusted structural model after accounting for GenAI dependence and the interaction between GenAI use and GenAI dependence, rather than as a strong zero-order relationship. GenAI dependence is negatively associated with both student outcomes and reduces the strength of the positive associations between GenAI use and both outcomes. The results suggest that GenAI use may support students' perceived learning and career readiness when it functions as a reflective augmentation tool involving verification, comparison, and independent judgement, while higher dependence is associated with weaker perceived learning and employability-related outcomes.