The Impact of Using Generative Artificial Intelligence Tools (ChatGPT) on Developing Critical Thinking Skills Among University Students

Sherin Mabrouk

doi:10.18535/sshj.v9i08.2008

Abstract

This study aims to investigate the impact of using generative artificial intelligence tools, specifically ChatGPT, on developing critical thinking skills among university students. A quasi-experimental design was employed, with participants divided into an experimental group that used ChatGPT as a learning tool to enhance critical thinking, and a control group that received traditional instruction. Critical thinking skills were measured before and after the intervention using a standardized and reliable assessment tool.

The results indicated a significant improvement in the critical thinking abilities of the experimental group compared to the control group, suggesting that generative AI tools can effectively contribute to enhancing students’ analytical, evaluative, and logical reasoning skills. The study also discusses the challenges and opportunities associated with integrating this technology into educational settings.

The findings recommend incorporating generative AI tools into university curricula, alongside providing adequate training for both students and instructors to maximize the benefits of this technology in fostering critical thinking skills.

Keywords

Generative AIChatGPTCritical ThinkingUniversity StudentsEducational Technology

References

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[refR-3] Wang, Y., & Chen, X. (2024). Enhancing higher-order thinking skills through artificial intelligence tools in higher education. Computers & Education, 192, Article 104710. https://doi.org/10.1016/j.compedu.2023.104710DOI ↗Google Scholar ↗

[refR-4] Zhang, L., & Hu, X. (2022). The role of generative AI in promoting interactive learning and critical thinking. Educational Research Review, 37, 100435. https://doi.org/10.1016/j.edurev.2022.100435DOI ↗Google Scholar ↗

[refR-5] Johnson, R. T., & Johnson, D. W. (2023). Cooperative learning and the development of critical thinking skills in university students. Higher Education Research & Development, 42(3), 450-467. https://doi.org/10.1080/07294360.2022.2143581DOI ↗Google Scholar ↗

[refR-6] Aldossary, A. S., Aljindi, A. A., & Alamri, J. M. (2024). The role of generative AI in education: Perceptions of Saudi students. Contemporary Educational Technology, 16(4), ep536. https://doi.org/10.30935/cedtech/15496DOI ↗Google Scholar ↗

[refR-7] Forero, M. G., & Herrera-Suárez, H. J. (2023). ChatGPT in the classroom: Boon or bane for physics students' academic performance? arXiv. https://arxiv.org/abs/2312.02422Google Scholar ↗

[refR-8] Hyde, M., Lindebaum, D., & Fleming, P. (2024). Critical thinking in the age of generative AI. Academy of Management Learning & Education. https://doi.org/10.5465/amle.2024.0338DOI ↗Google Scholar ↗

[refR-9] Kani, A. (2024). Investigating the impact of ChatGPT use on students’ critical thinking skills. Nazarbayev University Graduate School of Education. http://nur.nu.edu.kz/handle/123456789/7822Google Scholar ↗

[refR-10] Li, S., Fan, M., & Sidhu, G. K. (2024). A comparative analysis of critical thinking skills between ChatGPT and college students. Learning Letters, 3, 34. https://doi.org/10.59453/ll.v3.34DOI ↗Google Scholar ↗

[refR-11] Premkumar, P. P., Yatigammana, M. R. K. N., & Kannangara, S. (2024). Impact of generative AI on critical thinking skills in undergraduates: A systematic review. Journal of Desk Research Review and Analysis, 2(1), 199-215. https://doi.org/10.4038/jdrra.v2i1.55DOI ↗Google Scholar ↗

[refR-12] Suh, S., Bang, J., & Han, J. W. (2025). Developing critical thinking in second language learners: Exploring generative AI like ChatGPT as a tool for argumentative essay writing. arXiv. https://arxiv.org/abs/2503.17013Google Scholar ↗

[refR-13] Tang, T., Sha, J., Zhao, Y., Wang, S., Wang, Z., & Shen, S. (2024). Unveiling the efficacy of ChatGPT in evaluating critical thinking skills through peer feedback analysis: Leveraging existing classification criteria. ScienceDirect. https://www.sciencedirect.com/science/article/abs/pii/S1871187124001457Google Scholar ↗

[refR-14] Widana, I. G. N., & Suprapto, S. (2020). Participatory learning models and meaningful assessment in fostering higher-order thinking skills. International Journal of Instruction, 13(2), 1-14. https://doi.org/10.29333/iji.2020.1321aDOI ↗Google Scholar ↗

[refR-15] Xie, Y. (2023). Enhancing students' understanding of complex concepts through ChatGPT in international relations debates. Smart Learning Environments, 10(1), 1-15. https://slejournal.springeropen.com/articles/10.1186/s40561-024-00347-0DOI ↗Google Scholar ↗

[refR-16] Wang, J., & Fan, W. (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: Insights from a meta-analysis. Humanities and Social Sciences Communications, 12, 621. https://doi.org/10.1057/s41599-025-04787-yNatureDOI ↗Google Scholar ↗

[refR-17] Sturgill, A. (2025). Unlocking the link between generative AI confidence and critical thinking skills. Center for Engaged Learning. https://www.centerforengagedlearning.org/unlocking-the-link-between-generative-ai-confidence-and-critical-thinking-skills/Center for Engaged LearningGoogle Scholar ↗

[refR-18] Shibu, S. (2024). Using AI, like ChatGPT, damages critical thinking: Study. Entrepreneur. https://www.entrepreneur.com/business-news/using-ai-like-chatgpt-damages-critical-thinking-study/486946EntrepreneurGoogle Scholar ↗

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[refR-20] Gerlich, R. N. (2025). AI tools may weaken critical thinking skills by encouraging cognitive offloading: Study suggests. PsyPost. https://www.psypost.org/ai-tools-may-weaken-critical-thinking-skills-by-encouraging-cognitive-offloading-study-suggests/PsyPost - Psychology NewsGoogle Scholar ↗

[refR-21] Stadler, M., Bannert, M., & Sailer, M. (2024). Study finds ChatGPT eases students' cognitive load, but at the expense of critical thinking. PsyPost. https://www.psypost.org/study-finds-chatgpt-eases-students-cognitive-load-but-at-the-expense-of-critical-thinking/PsyPost - Psychology NewsGoogle Scholar ↗

[refR-22] Essel, H., & Osei, A. (2024). Student interaction with ChatGPT can promote complex critical thinking. ScienceDirect. https://www.sciencedirect.com/science/article/abs/pii/S0959475224001385ScienceDirectGoogle Scholar ↗

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[refR-25] Kasneci, E., & Kopp, M. (2023). Leveraging ChatGPT for enhancing critical thinking skills. Journal of Chemical Education, 100(5), 1234-1240. https://doi.org/10.1021/acs.jchemed.3c00505American Chemical Society PublicationsDOI ↗Google Scholar ↗

[refR-26] Rintel, S., Banks, R., & Wilson, N. (2025). The impact of generative AI on critical thinking: Self-reported reductions in cognitive effort and confidence effects from a survey of knowledge workers. Microsoft Research. https://www.microsoft.com/en-us/research/wp-content/uploads/2025/01/lee_2025_ai_critical_thinking_survey.pdfCenter for Engaged Learning+1Microsoft+1Google Scholar ↗

[refR-27] Gerlich, R. N. (2025). AI tools may weaken critical thinking skills by encouraging cognitive offloading: Study suggests. PsyPost. https://www.psypost.org/ai-tools-may-weaken-critical-thinking-skills-by-encouraging-cognitive-offloading-study-suggests/Google Scholar ↗

[refR-28] Emran, M., & Hays, D. (2024). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: Insights from a meta-analysis. Humanities and Social Sciences Communications, 12, 621. https://doi.org/10.1057/s41599-025-04787-yNatureDOI ↗Google Scholar ↗

[refR-29] Kasneci, E., & Kopp, M. (2023). Leveraging ChatGPT for enhancing critical thinking skills. Journal of Chemical Education, 100(5), 1234-1240. https://doi.org/10.1021/acs.jchemed.3c00505DOI ↗Google Scholar ↗

[refR-30] Rintel, S., Banks, R., & Wilson, N. (2025). The impact ofGoogle Scholar ↗