Impact of Generative Artificial Intelligence Use on Critical Thinking and Learning Autonomy in University Students

Abstract

The incorporation of generative artificial intelligence tools in higher education has transformed learning dynamics. This study analyzed the relationship between the use of generative artificial intelligence, critical thinking, and learning autonomy in university students. A quantitative, non-experimental, correlational study was conducted using a synthetic database. The sample consisted of 287 records of university students. The results showed a moderate positive relationship between the use of generative artificial intelligence and learning autonomy (r = 0.49; p < 0.001), whereas critical thinking showed a low negative association with intensity of use (r = -0.23; p = 0.002). The regression analysis showed that frequency of use and critical verification were significantly associated with autonomy. It is concluded that the educational effect depends on the cognitive integration and responsible use of these digital tools in university contexts.