Generative AI and Critical Thinking in Higher Education: A Systematic Review

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: AI-Driven Innovations in Instructional Technology (Table 5)

Abstract

This review, using the PRISMA methodology, evaluates 39 studies on Generative AI (GenAI) and critical thinking in higher education. It explores GenAI's impact on critical thinking and educational practices, revealing a dominance of qualitative methods (26 studies) and key frameworks like Bloom's Taxonomy and Self-Regulated Learning. Key findings include enhancing critical thinking through structured GenAI integration, reducing cognitive load, and the dual nature of its benefits and challenges. Bibliometric analysis highlights significant research trends and terms such as "ChatGPT" and "Critical Thinking," reflecting growing interest. However, the unclear connections between these terms indicate a need for further research to clarify GenAI’s effects on critical thinking.

Authors

• Nesma Ragab Nasr, Northern Arizona University

• Catharyn Crane Shelton, Northern Arizona University

• Laura Esthela Sujo-Montes, Northern Arizona University

• Chih-Hsiung Tu, Northern Arizona University

• Vicki Ross, Northern Arizona University

• Jennifer M. Werner, Arizona State University